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Integrated Workplace Learning Project. Teacher ReferenceGuide/Student Planning Guide. Connections: Linking Work andLearning Series.Northwest Regional Educational Lab., Portland, OR. Educationand Work Program.Department of Education, Washington, DC.Jan 97143p.VN93003001Northwest Regional Educational Laboratory, DocumentReproduction Service, 101 SW Main Street, Suite 500,Portland, OR 97204 (phone: 1-800-547-6339).Guides Non-Classroom (055)MF01/PC06 Plus Postage.Active Learning; *Career Planning; Cooperative Learning;Cooperative Planning; *Education Work Relationship;*Educational Planning; *Experiential Learning; *InternshipPrograms; Secondary Education; Student Projects

An integrated workplace-learning project is a self-directed,intellectually rigorous, field-based learning experience in which studentsapply academic skills in solving real-world problems in the community. Thisguidebook was designed to help teachers and other school staff collaboratewith students and employers to plan integrated workplace-learning projects.It discusses the purpose of integrated workplace-learning projects andprovides tools for designing and implementing them. The guidebook is dividedinto five sections. The introduction defines the meaning, purpose, andimportance of integrated workplace-learning projects. The second sectiondescribes a step-by-step process for designing such projects. The stepsoutlined in this section correspond to the student planning guide, a toolthat helps students collaborate with teachers and employers to createprojects that are academically rigorous and relevant to the world of work.The third section contains two completed sample student planning guides, eachof which outlines a project in a different career area. The career areashighlighted are fast-food restaurant manager and electrician. The lastsection contains a student planning guide, a tool that walks students throughthe process of planning an integrated workplace-learning project. A mastercopy of the student planning guide and a second master copy suitable forphotocopying are included. A glossary is also included. (LMI)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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int e g rat e

CONNECTIONS

LINKINGWORK ANDLEARNING

BEST COPY AVAILABLE

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDiED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Preface:.

Integrated workplace. learning projects are a way for

students to connect learning at school with learning at work.

Whether students are doing an internship or an extensive

work-based learning experience, completing a senior-year

community service assignment or holding down a part-time

job, planning is often the most challeriging aspect of an inte-

grated workplace learning project.

Students, teachers, and employers ask the same questions:

What should the project be about? How should-it be struc-

tured? How will-it be assessed? Not knoWing where to start,

many people never do. This reference guide is

designed to make planning a doable process.

It outlines the essential elements. of inte-

grated workplace learning projects and pro-

vides a step-by-step student guide forplanning projects from start to finish.

The Northwest Regional Educational

Laboratory (NWREL) chose to develop this

guide because it is committed to fostering

productive partnerships between schools and communities,

expanding opportunities for youth to make informed career

and life decisions, preparing youth for the demands of a

changing workforce, and using the community as a learning

resource.

NWR EL has a 3o-year track record of providing research and

development services addressing the needs of children,

youth, and adults. While governed by a board of directors

drawn from Alaska, Idaho, Montana, Oregon, andWashington, the Laboratory's leadership activities extend

nationwide.

NWREL's Education and Work Program serves local and state

organizations committed to bdilding systems that serve all

persons on their life and career. journeys.,The program has

been a leader in school-to-work and edutational reform-for

more than 25 years. Its staff of professional educators' has

worked with organizatioris throughout the Northwest and

the nation to develop innovative educational programs. in

such areas as work-learning integration, assessment, career

guidance, and school-business partnerships.

Northwest RegionalEducational laboratory

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Table ofContents

4

Preface

Acknowledgments

Inside front cover

ii

IntroductionWhat is in this guide? 3

What do we mean by project? 4

What do we mean by integration? 4

What do we mean by workplace? 5

What do we mean by an integrated workplace

learning project? 5

Who should do an integrated workplace

learning project? 5

What makes a good integrated workplace

learning project? 7

Why should students do integrated workplace

learning projects? io

Planning

About the Student Planning Guide 15

How to use the planning guide

A note about the planning process i6

Steps in the planning process 17

Sample projectsFast-food restaurant manager

Electrician

Glossary

Student Planning Guide

NWREL CONNECTIONS: Linking Work and Learning U

27

75

111

117

Acknowledgments

The development of this guide was predicated on partner-

ship. The Northwest Regional Educational Laboratory

(NWREL) would like to thank the many people who commit-

ted their time and talents to help make this a useful

resource for anyone interested in creating stronger connec-

tions between schools and employers.

NWREL Staff:

Dionisia Morales, Writer

Larry McClure, Education and Work Program Director

Andrea Baker, Senior Associate

Robin Harris, Replication Specialist

Barbara Warren-Sams, Information/Publication Specialist

Dennis Wakeland, Editor

Keisha Edwards, Research Assistant

Designer:

R2Art Renee Renfrow

Cover Photo:

William Whitehurst/The Stock Market Photo Agency

Design & Review Teams:

Barbara Dougherty Vocational Studies Center, WI)

Nancy Forbes (Board of Cooperative Education Services, NY)

Hal Haefer (Poplar High School, MT)

Gloria Jackson (Sharp Learning Center, GA)

Chad Marshall (Young Adult Learning Academy, NY)

Adria Steinberg (Rindge School of Technical Arts, MA)

Michelle Swanson (Sir Francis Drake High School & Autodesk Foundation, CA)

Margaret Vickers Oobs for the Future, MA)

Anne Watts (Ready, Set, Go: CEEC, WA)

5

IIINWREL CONNECTIONS: Linking Work and Learning

From Portland Night High School, OR:

David Mesirow

Ginny Di Maggio

Mary Donofrio Joanis

From Roosevelt High School, OR:

Marlene Dunster

Timi Elwood

Sharon Freeman

Judy Holmboe

Rene Leger

Dan Malone

Kerry Stevenson

Catherine Theriault

Nancy Vandervelde

6

U.S. Department of Education:

Paul Geib, Program Officer

Kate Holmberg, Program Officer

In addition to the people who contributed to this guide,

various written materials were used as resources, including:

Experience-based Career Education, the Northwest

Regional Educational Laboratory

Experience-based Learning: How to Make the

Community Your Classroom, the Northwest Regional

Educational Laboratory

Making High Schools Work, Gene Bottoms, Alice

Presson, and Mary Johnson (Southern Regional

Educational Board)

Design Technology, Susan Dunn and Rob Larson

(The Falmer Press)

Project Teaching, David Wray (Scholastic Publications)

NWREL CONNECTIONS: Linking Work and Learning es

integrated workplace

learning project

introduction

CONNECTIONS

LINKINGWORK AND

'LEARNING

This guide helps youteachers and other school staff

collaborate with students and employers to plan integrated

workplace learning projects. It discusses the purpose of

integrated workplace learning projects and provides tools

for designing and implementing them.

What is in this guide?This reference guide is divided into five sections:

Introduction defines the meaning, purpose, and importanceof integrated workplace learning projects.

Planning describes a step-by-step process for designing inte-grated workplace learning projects. The steps outlined in thissection correspond to the Student Planning Guide, a toolthat helps students collaborate with you and employers tocreate projects that are academically rigorous and relevant tothe world of work. A master copy of the Student PlanningGuide is included in the last section of this reference guide.

Sample projects consists of two completed Student PlanningGuides, each of which outlines a project in a different careerarea. The career areas highlighted in the sample projects arefast-food restaurant manager and electrician. These samplescan be useful resources for understanding how to structure asuccessful project and for helping students brainstorm, orga-nize, and modify their project ideas.

Glossary includes definitions of key terms used throughoutthis reference guide, as well as others relevant to work-basedlearning.

Student Planning Guide is a tool that walks studentsthrough the process of planning an integrated workplacelearning project. This section includes a master copy of theStudent Planning Guide. Packaged separately is a secondmaster copy you can photocopy for your own use.

8NWREL CONNECTIONS: Linking Work and Learning

I

integrate

integrate

"Projects are fun and hard

at the same time. They

make you open to learning

more things, but you have

to know what you're doing.

With workbooks you just

feed back what you already

know, but projects really

make you think."

Student

I

Project-based learning engages students in complex, real-worldissues and asks them to acquire and apply skills and knowledge ina variety of contexts. Over the course of planning and implement-ing a project, a student proposes, clarifies, organizes, tests, modi-fies, interprets, and reflects on ideas. Identifying and resolvingproblems become essential skills as unanticipated issues presentthemselves and potentially change the scope of the work. At thecompletion of a project, students demonstrate what they havelearned by presenting products to members of their school andcommunity.

In contrast to traditional classroom instruction, projects givestudents substantial input to the learning process by encouragingthem to negotiate with teachers and employers on the content,timeframe, and assessment criteria for the project. Students'interests and needs become key factors in determining how a pro-ject is structured and carried out. This is not to say that the classcurriculum is forgotten or that students do whatever they please.On the contrary, the class curriculum is an essential framework asstudents conceptualize and complete work on their projects.

What do we mean by integration?In the context of this guide, integrated learning describes aproject-based experience that connects the skills and knowledgestudents gain at school with those they gain at a workplace. Thepurpose of integrated learning is to weave together school- andwork-based learning so that students understand and experienceacademic subjects in a real-world context.

It is important to point out that this is not the only definition ofintegrated learning. It can, for example, refer to connectionsmade within a subject area, across disciplines, between academicand vocational courses, or between different groups of learners.No one definition is more useful or valid than another; eachserves a different purpose and facilitates a different practice ofteaching and learning. However, for the purposes of this guide,integrated learning is defined in terms of the connection betweenschool and work.


II

Workplace has a broad meaning in this guide. It represents busi-nesses and organizations, as well as other opportunities in thecommunitysuch as service learning activities. A workplace isany setting where students, working with an adult mentor, canintegrate what they learn in school with the skills and knowledgethey will need for future careers.

Throughout this guide "employer" is used to describe the personat the workplace who is serving as a mentor to help the studentplan and implement a project. When we refer to the employerwe mean anyonesupervisor, volunteer, team leader, owner, front-line workerwho is committed to helping the student learn,apply, and link important skills and knowledge.

I

An integrated workplace learning project is a self-directed,intellectually rigorous, field-based learning experience in whichstudents apply academic skills in solving real-world problems inthe community. Students, teachers, and employers work collabo-ratively to define the theme, goals, and activities of the projectand to negotiate its outcomes and assessment criteria. Projectsculminate in one or several products that are presented to anaudience of teachers, administrators, student peers, employers,parents/guardians, and other members of the community.

Who should do an integratedworkplace learning project?

Integrated workplace learning projects are recommended forstudents involved in internships or extensive work-based learning

NWR EL CONNECTIONS: Linking Work and Learning

integrate

"Projects are hard, but

like a job, when you have

to do something you have

to do it. Life isn't a

piece of cake. Projects

prepare you for the real

world."

Student

integrateexperiences (see the work-based learning continuum below).Integrated workplace learning projects are best suited for thesetwo types of work-based learning experiences because studentsspend relatively long periods of time at a workplace and haveaccess to the resourcessuch as mentors, equipment, and mate-rialsnecessary to complete project activities. The project pro-vides the structure and documentation of the learning.

Integrated workplace learning projects are also useful for stu-dents who already have part-time jobs and are interested inreceiving credit for their activities outside of school. There isgreat potential for students to learn and apply valuable skills attheir jobs, provided the experience is structured. Projects canprovide that structure, allowing students to meet their responsi-bilities at work while making connections with what they learnin the classroom.

Field Trip

1-3 hour tour

of a workplace

Job

Shadow

3-6 hour

experience during

which students

observe

employees

Career

Exploration

10-30 hour

experience during

which students

spend time one-

on-one with

workers and

engage in hands-

on activities

Internship

3-18 week

experience during

which students

develop broad

skills through

hands-on learning

and instruction,

culminating in a

product or presen-

tation

Extensive

Work-based

Learning

3-12 month

experience during

which students

gain specific tech-

nical skills, college

credits, and /or

certification

through hands-on

learning closely

integrated with

school-based

activities

Integrated WorkplaceLearning Projects


Every workplace has opportunities to create projects that areboth academically rigorous and relevant to real-world problems.For example, a student working at a fast-food restaurant candesign and produce an information brochure on ways to preventE.coli contamination in the home. The student can apply learn-ing from a chemistry course to understand the conditions underwhich E.coli bacteria thrive, from biology to research the humanimmune system, from desktop publishing software to design thelayout of an effective brochure, from English to clearly articulatekey information, and from math to calculate printing costs.Communication and problem-solving skills will be essential toconvince the school or community to pay for the production ofthe brochure. At the workplace the student can study trainingmanuals and health codes to understand standard practices foravoiding E.coli contamination on the job and extrapolate themto apply to the home. Once the project is complete, the studentcan make presentations in the community and distribute bro-chures as a public service. For a similar example related to anafter-school job, see the sample project on page 27.

Finally, an integrated workplace learning project may also beappropriate for students who have a senior project requirementfor graduation. Senior projects usually require students to collab-orate with teachers and possibly community members, plan andproduce a product, and make a presentation of their final work.Unlike internships and extensive work-based learning experi-ences, senior projects do not necessarily require spending signifi-cant time at the workplace. If students choose to work closelywith members of the community to complete their senior pro-ject, an integrated workplace learning project is one approach tostructuring the work. Students who do not make the communitya significant part of their senior projects may still benefit fromthe integrated workplace learning project planning process,which puts strong emphasis on goal setting, task organization,time management, and assessment.

What makes a good integratedworkplace learning project?

Every integrated workplace learning project is unique. Projectsvary depending on the time and interests of the students, teachers,

12NWREL CONNECTIONS:Linking Work and Learning

integrate

"I think it mast be

strange for grownups to

see good, intelligent work

by young people."

Student

integrate

"With projects I feel I

can become a real facili

tator and shift the con

trol to my students'

hands, giving them the

opportunity to truly

problem solve and be the

learner."

Teacher

and employers involved in planning and implementing them.Although no two projects are ever the same, some fundamentalelements characterize them all:

The student's interests are reflected in the projectPart of thepurpose of an integrated workplace learning. project is toincrease a student's level of responsibility for and commitmentto his or her own learning. One way to do this is to involve thestudent in deciding the topic, products, and activities of theproject. Students who have the opportunity to express theirinterests and ideas, and then see them represented in theirwork, tend to become more engaged in the learning process.

Students and teachers assume new roles in the learningprocessIntegrated workplace learning projects demandchanges in the traditional roles of "student" and "teacher."Projects require students to be proactive. With the opportunityto help decide what they learn and how they learn it, studentsneed to take the initiative in generating, articulating, organiz-ing, realizing, and presenting their ideas. Teachers becomefacilitators, helping students identify and resolve issues forthemselves by providing support and advice. Through projectsstudents become active learners, testing their ideas, makingmistakes, modifying their plans, and finding alternative solu-tions. For teachers this means spending time overseeingstudents' work and helping to guide its direction.

The project addresses a real-world problem or issue in thecommunityUsing their personal interests as a foundation,students should design a project that has relevance to peoplebesides themselves. Students can learn a great deal by explor-ing topics that have personal meaning but no connection tothe community; however, they often benefit more when theirprojects are not only interesting but also address the needs ofothers. Young people often feel and are led to believe thatthey are powerless in society. Integrated workplace learningprojects are a way to demonstrate to students that they canhave an effect on the lives of the people around them if theyapply their skills, knowledge, and creativity. Students havethe potential to use projects to solve real-world problems intheir communities and when they succeed they not onlyunderstand the value of learning, but also their value tosociety.

13

NWREL CONNECTIONS: Linking Work and Learning

The course curriculum is the framework for making the con-nection between learning at school and at the workplaceFor integrated workplace learning projects to have a connec-tion to school, they must reflect what is taught in the class-room and have value both to teachers and students. Therefore,projects should not be in addition to what students learn inschool, but be another way of exploring the course content andacquiring skills and knowledge. When assisting students withthe design of their projects, teachers should help them integrateclass content and skill requirements. Students and teachers willhave a greater sense of investment in the process if they seehow the project will help students meet course requirements.Thus, as part of their discussion of how the project will beassessed, students and teachers should decide what course cred-it the student will receive for completing the project.

The project has a clear purpose, activities to accomplish, andmeasurable outcomesEvery integrated workplace learningproject should have a clear beginning, middle, and end. Theproject should be structured so students know what they aredoing when and for what reason. Without clearly articulatedgoals, activities, timeframes, and outcomes, students maybecome overwhelmed because they do not know where tobegin, what to do next, or how they are being held account-able for their work. For students to take the lead in initiatingtheir own projects and for teachers to be effective facilita-tors, there must be a format or system for organizing theprocess.

The project culminates in a demonstration of skills throughproducts and presentationsProducts and presentations areways for students to demonstrate what they have learned. Aproduct is a tangible item a student produces that is directlyrelated to the purpose of the project. Each product shouldhave a specific use and should not be produced simply forthe sake of having something to do. For example, if a studentwrites a report summarizing research findings, the reportcould be used to prepare a series of presentations to class-mates, workplace supervisors, or members of the community.If a student creates a map of a local park, it could be used tolead a group of elementary students on a tour. Throughproducts students show what they have learned; they shouldbe planned as meaningful sources of information that have apractical use in the school, workplace, or community.

14NWR EL CONNECTIONS: Linking Work and Learning

integrate

"I liked having an exhibi

tion at the end of the

project. A lot of tests

are just about memorizing

facts and dates. At an

exhibition you can show

that you know what you are

talking about and that you

really learned."

Student

integrate

"The students used the

standard library

resources, but the

majority went beyond the

library, using the

Internet and local, state,

and national agencies.

They gained more mature

social skills from making

phone calls, writing let-

ters of request, inter-

viewing, and sending

thank-you notes."

Teacher

An employer is involved in planning and evaluating theprojectPart of the purpose of the integrated workplacelearning project is to anchor classroom learning in the reali-ties of the world of work, and to give students hands-onexperience with the way academics are applied on the job.To plan a project that effectively uses the resources and skillsrequired by a workplace, it is a good idea to have the inputof an employer. An employer can assess whether a project isdoable and validate its authenticity in terms of the dailydemands of the workplace. Because they play a key role inhelping students implement their projects, employers shouldbe involved throughout the planning process as ideas for theproject evolve.

Students draw information from a variety of sources andexperiences to identify and solve problemsIntegratedworkplace learning projects challenge students to design andimplement a series of activities that are both academicallyrigorous and relevant to the real world. To accomplish thesegoals they need to draw on a wide variety of resources.Using methods such as research, interviews, experiments,artistic expression, observation, and hands-on training,students gain the rich information required for their projects.Using their personal experience, creativity, imagination, andexisting skills as a foundation, students should be encour-aged to develop and test new ideas using a broad range ofinformation sources.

Why should students do integratedworkplace learning projects?

The value of integrated work-based learning projects is high-lighted by recent research on how people learn.

Learning is an active processTo learn new information,ideas, and skills, students have to work actively with them inpurposeful ways. They need to integrate this new materialwith what they already knowor use it to reorganize whatthey thought they knew. Through integrated workplacelearning projects students are not only taking in new infor-mation, but also creating new products with that informa-tion and using them in practical ways.


Learning is fundamentally influenced by the context andactivity in which it is embeddedProjects immerse studentsin challenging tasks or questions. Rather than beginning withfacts and ideas and then moving to applications, integratedworkplace learning projects begin with problems that stu-dents must resolve by marshalling pertinent facts and ideas.Instead of being distant observers, students become immedi-ate practitioners. Rich contexts challenge students to developand use higher-order reasoning and problem-solving skills.

When projects integrate classroom learning with workplaceactivities, students not only see practical application for whatthey have learned in the classroom, but they also experienceit in a context that helps them make connections betweenwhat they are learning and what they want their futures tobe. Through projects each student's experience has immedi-ate purpose and value; more importantly, the accumulationof such experiences forms a base for future attitudes andunderstanding.

Learners are diverseNo two students are alike; each onebrings diverse perspectives, priorities, backgrounds, learningstyles, experiences, and aspirations to the classroom. Projectsgive students a chance to express their individuality, whilestill meeting rigorous academic standards. For example, twostudents working at a bakery might design different projectsbased on their personal and academic interests. One studentmight combine biology and chemistry to write new "heartsmart" recipes for the pastry chef, while the other might useEnglish and social studies to design and administer a commu-nity survey on ways to improve customer service at the store.Because they offer a flexible way for learning skills andknowledge, integrated workplace learning projects are partic-ularly useful for students working in groups. By design, pro-jects accommodate different learning styles and interests sowhen students work together, their diversity adds value bothto the process and the products.


integrate

"Sometimes when an adult

teacher teaches you, there

is some sort of misunder

standing. With our

project, when we work in a

group, we create a situa

tion where students teach

students, students teach

teachers, and the teacher

teaches students, too."

Student


learning project

CONNECTIONS

LINKING''WORK AND.LEARNING

planning

11

Planning is the most critical aspect of integrated workplace

learning projects. When students thoughtfully design their pro-

jects, they know what to do when, and why. A well-articulated

plan also provides teachers and school staff a point of reference

to support students' efforts and assess their progress.

About the Student Planning GuideThe Student Planning Guide (following page 117) is a tool stu-dents use to plan integrated workplace learning projects. Work-ing with you, possibly other teachers, and employer partners,students complete a step-by-step process to articulate the goalsof the project and how they will accomplish them. The StudentPlanning Guide is divided into two sections:

Developing a proposal shows students how to describe whatthey will be doing with their project and why they are doingit. The three steps in this section help students brainstormproject ideas related to their interests, refine them in terms oflearning opportunities at school and the workplace, anddefine the overall scope of the project in a proposal format.

Making a workplan helps students explain exactly how theyare going to accomplish the goals they described in their pro-posals. The eight steps in this section (Steps 4-11) help stu-dents identify the products, purposes, activities, timeline, andassessment methods for their projects. Students create theworkplan by "planning backwards." This means they beginby describing the end results of the project and then workbackwards to determine what they need to do to make theproject happen.

Throughout the Student Planning Guide are devicesexamples,quick notes, and modificationsto help students understand andcomplete each step:

Examples (indicated by a black bar, such as the one to theright) illustrate how a particular step should be done. Theexamples are taken from a sample project so students can seehow ideas evolve in the planning process.


I

integrate

EXAMPLE

I

integrate

Quicknote ...

Quick notes (presented with a graphic of papers clippedtogether) appear at the beginning and end of sections andoffer students hints and encouragement for completing theplanning guide.

Modifications (indicated by a stop sign) are opportunities forstudents to reflect on their plans; stop signs mark points inthe planning process when students should consider whetherthey want to modify or change direction. Space is provided atthe end of the guide for students to keep track of changesthey make as they plan and implement their projects. Care-fully thought out modifications to a project are indicative ofeffective problem solving.

There is no one right way to use the Student Planning Guide; it is aversatile tool designed to meet a variety of needs. You can use it forstudents to plan individual, small group, or whole class projects. Youcan use it to help students make connections between your subjectarea and the workplace, or to encourage them to involve severalteachers to make broader links between school and work. TheStudent Planning Guide can be used for both short- and long-termefforts and does not limit the complexity of a project. No matter howyou choose to use it, all the steps in the process are pertinent to help-ing students put together rigorous and relevant learning experiences.

The following pages describe the process for planning an inte-grated workplace learning project. Your role in the design phaseof the project is essential. Guiding students through the processof articulating their interests, goals, and activities may seemcumbersome at first. But the more up-front, organizational sup-port you provide, the better able students will be to carry out theprojects on their own. Keep in mind that students can plan indi-vidual or group projects. Whether they work alone or in teamswill depend in large part on the time and resources you have forworking with them as they plan and implement their projects.

19D NWREL CONNECTIONS: Linking Work and Learning

Steps in the planning process

There are many ways to plan a projecthow you approach itdepends on the time, commitment, interests, and resources ofyou, your students, and the employers involved. However, someelements are part of any good planning process, such as brain-storming and refining ideas, setting realistic goals, defining spe-cific activities, creating a reasonable timeline, and making mid-course corrections. The Student Planning Guide incorporates allthese elements and arranges them so that students use their owninterests as a bridge to connect learning atschool with learning at work.

The following pages describe the two sections ofthe Student Planning Guide and each step in theplanning process. These descriptions are to clari-fy any questions you might have about the stepsstudents complete or how best to support theirefforts. The sample pages that appear in the mar-gins are from a Student Planning Guide completedby a student who did an internship project with anelectrician. (The full version can be found startingon page 75.)

The first section of the planning guide, Developing aProposal, has three steps designed to help studentsbrainstorm and filter through project ideas, choose atopic, and write a proposal describing the scope andpurpose of the work. Students will eventually usethe proposal to develop workplans.

Step0 Getting an Idea

The first step in developing yourproposal is to conic up with an

idea for your project.

In the blank space below.and on the hack, to down--toing words.

pictures, or diagrams--projectideas related to your workplace.

The questions in the margins areto help you brainstorm ideas. You

don't need to answer them all.hut think about them and di

of id

them with employers. teachers,friends. andiamily. Keep tr

any project ideas that areinteresting to you--even if they seem silly

at first.

integrate

My grandfather wee anelectrician and I heard a lot of 'toilet

shout when he worked on thecourthoues. Flee wired other

puree. too. I haw min Facto.,of some of them. He le really

proud when ho ohow ins the picturesand toile no all the

stones. No hat, a lot of pride In No wort.

We'd be loot withoutelectricity. I mean,think about It. Wshand to Imagine get..ring through the daywithout It. Whonthem' e a blackout In

town or city, ovetyrthing comae to astop.

Step 1: Getting an idea is a series of questions tohelp students brainstorm project ideas. Studentsdo not need to answer all the questions. They should choosethe ones that interest them and use them as catalysts for ideas.

Teachers and employer partners play an important role inthis early stage of planning. Students should talk to people atschool and the workplace using the questions in Step 1 tobrainstorm possible project topics. To help students come upwith an even richer array of ideas, encourage them to discuss

What happensif the lighto goout in a

/hospitalduring anoperation?

When I did my Job shadow with the

electrician. I liked the Idea of doing work

that twefYbodY need.


eh. interestingsocial, political.artist., or historicalis.es do youabout or have r.0about the J....place?

vat things would Y.life to champ C. Yourcm:amity? Could yourexperience at theusraplace help youdesidn or ra to

something the community

needs,

'insist do you thin: Ysa

will learn trom thepeople at your wor/.-place? AIM do youthint you rJ' teachthem/

BEST COPY AVAILABLE

integrate

"I knew I wanted to do a

video-about kids and drugs

for the hospital to use,

but really I didn't have a

clear direction. It took

some time to think things

through and figure out

where I was going to take

it. It helped talking to

people and bouncing my

ideas off them and hearing

what they had to say."

Student

the questions with friends and family as well. Emphasize thatbrainstorming is an opportunity to let ideas flow freely, andcaution them against prejudging or evaluating ideas that sur-face through their conversations.

Good ideas develop over time, so give students the chanceto mull theirs over. As they reflect on what their projectcould be about, remind them to record their ideas in theplanning guide using lists, webs, diagrams, pictures, or what-ever other method they prefer.

Sometimes employer partners will have projects in mind forstudents. In such.cases students should still complete this firststep of the planning process. It is important for them to estab-lish a sense of project ownership, even if the topic is predeter-mined. This brainstorming process can help them exploreways their interests complement those of the employer.

Step 2: Choosing a topic asks students to select an idea fromtheir brinstorm in Step 1 to develop into a project proposal.It is important for students to choose a topic they feel invest-ed in; otherwise, it may not sustain their interest. The topicshould be broadly defined, describing the general directionthe work will take. Students will capture the specific projectdetails later in their workplans.

After students choose a topic, they answer a series of follow-up questions that ask what they know about and expect tolearn from their projects. These questions get students tobegin thinking about the kinds of activities their projects willdemand and the potential impact their work will have on thecommunity.

Step 3: Writing a proposal asks students to describe theirprojects in detail. Using a series of probe questions, studentsspecify the goals of their projects and how they will achievethem, the skills they anticipate learning at school and theworkplace, and the way the project will benefit others.

It is a good idea to check with students and review their pro-posals before they begin planning specific activities. Because theproposal lays the foundation for the work a student will do forthe next weeks or months, you want to be sure the purposeand scope of the project are clearly spelled out and doable.


The second section of the planning guide, Making a Work plan,consists of eight steps designed to help students translate theirproposed ideas into specific products and activities. In any plan-ning process, once you have established what you are going todo, the next task is to determine how you are going to do it.

Step 4: Products asks students to identify what they will pro-duce through their projects. Students "plan backwards" byfirst identifying what they want to accomplish. The remain-ing steps in the workplan focus on how to make the prod-ucts happen. Students should use their proposals (Step 3) asa guide in generating their list of products. Remind studentsthat the purpose of the products is to help them realize theirgoals for the project.

Only tangible items should be included as productsthingsyou can see, hear, taste, touch, or smell. The acquisition ofskills or knowledgesuch as ability to improve English orthe capacity to apply mathshould not belisted. Products are the demonstration ofthese skills and knowledgesuch as creat-ing a slide presentation (by using Englishand communication skills) or designing arecycling station (by applying math). Oncethey have generated their list of products,students detail the steps required to producethem. Encourage students to be as specific aspossible. The more detailed they are now, theeasier it will be later to complete a timelineand calendar for the project.

As you coach students in generating theirproduct list, help them set realistic goals forwhat they will produce. Some students maycreate a list of products that would be impossi-ble to complete given the available time andresources, while others may underestimatewhat is possible. There is no right number ofproducts; a realistic list should take into con-sideration the complexity of each. For instance,one student might list a single product that

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I

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Describe the product(s) you willproduce for your project. Then rot

the stcps required to make them.

Each product should: (I) relate tothe project goals from Step 3, and

(2) be tangiblesomething you cansee, touch, taste, smell, or hear.

To produce this product I nerd to:

4. Lint and price rI. Reed and otody some of Mr. RGEei0 bide

2. Go toe job alts with Mr. Reeseand Interview chaise S. Estimate time

Photograph job sits Worn wort begins

Mein Mr. Reese on all steps of the job end

photograph each step


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"What I really love is the

feeling that I was

beneficial. I have never

really experienced that

before looking up on the

screen and realizing that

what's up there would be

totally different if it

weren't for my input. This

was a tremendous thing

for me."

Student

requires the entire project time to complete; another mightlist several less labor-intensive ones. At this point in theplanning process, it may be difficult for students to antici-pate all the factors that can hinder or enhance their abilityto produce certain products. Encourage them to plan asthoughtfully as possible with the understanding that therewill be opportunities to review and modify their productlists.

Step 5: Purposes asks students to describe how they will usethe products they list. By completing the sentence, "I will usemy (product) to (purpose) ," students identify apractical application for the items they produce. Once theyhave identified a purpose for each product, students list thesteps required to accomplish it. Purpose statements should beas specific as possible; the more detail students include, theeasier it will be for them to complete a timeline and calendarfor the project.

As you work with students to complete purpose statements,each one should: (1) use an active verb, (2) designate a spe-cific audience, and (3) highlight the intended impact of theproduct. Steer students away from passive or general lan-guagesuch as "I will use my slide presentation to show tothe chamber of commerce" or "I will use my recycling sta-tion to give to the bank." These statements are vague andlack a clear sense who the product is meant to serve andwhat its intended effect is. More active, purposeful state-ments would be, "I will use the slide presentation to demon-strate economic trends in the community to members of thechamber of commerce," or "I will use the recycling stationto instruct bank employees on the environmental costs ofwasting paper products." When students identify concretepurposes for their products they are often surprised to realizethat there are important things they can do on their jobs andin the community. Step 5 helps students recognize that theirprojects have meaning in the real world.

Step 6: Resources asks students to think about the researchthey will conduct, the people they will contact, and thematerials they will use to complete their projects. It is impor-tant that students are realistic about what they can and can-not do based on the resources available to them. In Step 6


students need to decide whether, given their resources,(1) it is possible to accomplish their products and purposes,and (2) it is possible to accomplish them in the manner theyenvision.

For example, a student may want to make a video showingthe community's current economic situation and have it runcontinuously in the lobby of the chamber of commerce build-ing. However, if production costs are too high and if firecodes prohibit using the lobby as a gallery, then neither thestudent's product nor purpose is possible. The student mustrevise the plan and come up with products and purposes thatreflect limits on available resources. A slide presentation tomembers of the chamber of commerce might be morereasonable.

Even when students' products and purposes are reasonable,it is a good idea to discuss how they envision carrying outtheir plans. For example, imagine the stu-dent working on the presentation for thechamber of commerce wants to use newcomputer software to scan photographs andmanipulate the images to create customizedslides. To ensure that the greatest number ofchamber members see the presentation, thestudent wants to deliver it during the cham-ber's annual meeting. These plans are excit-ing and ambitious; the question is, are theydoable? For example, if there is not enoughtime for the student to learn how to use thenecessary software or if the annual chambermeeting is reserved for discussing official busi-ness, then the student needs to rethink theworkplan. In this instance there is no need tomodify the product and purpose, only the waythey are accomplished. For example, the stu-dent could take photographs of the communityand duplicate existing ones from books andmuseums to use for slides without scanningand enhancing them. The presentation could begiven during a regular chamber of commercemeeting. By making and distributing special fly-ers or invitations, the student might be able to attractmembeis to attend the meeting that day.

Step () Resources

Now that you know exactlyhow you will do your project, the next

step in your workplan is todecide what resources you will need.

coMWhat information do you need to complete your project? What

research do you need to do?

read the code bookread/study completed bidego to an dectecal supply More

to price material,

comsat photography guide bade(moist of the otiose will be

indoor, using a Pooh. which I ernnot coed to using)

EOM

I

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Who do you need to talk to nrinterview for your project? Who at

school and the workplace can help youwith your project?

Mr. Reeseelectrical oink, Writ clerksmy ,dents teacher, Mr. Takamoramy math teacher, Mo Sweeney

fly purnallefriteacher, Mr. &Wets

OEMWhat kinds of supplies, tools,

and equipment will you need?

work clothe,corners (with flesh) and filmnotebook or album (for the final photo mon)

barb supplies (rubber cement,pendia ruler. markers, etc.)

notebook end tape recorder

code bookcompleted bidecomputer (to cruse profetiolonefiquallty

caption. and copy)

Most

...IL C ((( ,e SI ti ... ..lk 8611 I,al

NWREL CONNECTIONS:Linking Work and Lea iit g

If you don't have

the necessrY

resources, you will

need to noditY

products.

EST COPY MAILABLE

integrate

"The project didn't really

start coming together for

me until rehearsals

started. Then I began to

get a picture of the feel

ings immigrants had. The

work I did in English and

history helped me organize

my thoughts and direct

them to my performance. I

also began to notice the

similar feelings between

any group coming to a new

land and I noticed the

pattern of America's fear,

and as a result, people's

cruelty. "

Student

Students might be disappointed if they have to revise thevision for their product(s). It is important to remind themthat to realize their goals they must be both creative andflexible, striking a balance between what they want to doand what their resources will allow them to do.

Step 7: Connections asks students to describe how their pro-jects will link learning at school to learning at the workplace.Although students' interests are the catalyst for the planningprocess, the main purpose of the project is to integrate theirexperiences in the classroom with those at work.

Encourage students to think creatively about how their acad-emic classes relate to their projects. For example, a studentmaking a paper recycling center for the bank could use mathto calculate the cost-effectiveness of reusing resources, sci-ence to explain potential long-term effects of drasticallyreduced forests, social studies to explain public attitudes tochange, history to research trends in wood products con-sumption, science to explain how post-consumer waste isprocessed, and art to design a practical and attractive recy-cling unit(s) that meets the needs of bank staff.

To make connections between their project topics and theworkplace, students should talk to their employer partners.With their familiarity with the workplace and industry,employers offer students a unique perspective on how schooland work are linked. Students can also begin to understandthese connections for themselves by using sources of infor-mation about the workplace such as annual reports, companynewsletters, and journal articles, or tools like the LearningSite Analysis Form. (The Learning Site Analysis Form struc-tures a conversation between school staff and employersregarding learning opportunities at the workplace. For anexample of a completed LSAF, see page 29.)

Step 8: Timeline asks students to calculate how much time isrequired to accomplish their products and purposes. Work-ing from the list of activities they generated in Steps 4 and 5,students plot their activities on the timeline and estimatehow long each will take. They then figure out the total timerequired to complete their projects. Do they have that muchtime? If not, they may need to modify their list of productsand/or purposes.


In creating a timeline, students must be realistic about theamount of time they allocate to each task, including planningit, doing it, and following-up on it. Eight weeks can seemlike a long time to students, plenty of time to do everythingthey have to do for the project. But how much of that eightweeks will be devoted to work in other classes, holidays, sickdays, extracurricular activities, part-time jobs? Stress theimportance of realistically calculating theamount of "project time" within a given period.

Step 9: Calendar asks students to transpose thetwo timelines from the previous step onto a 12-month calendar. By combining the two timelineshere, students can track when tasks for productsare happening simultaneously and predict busyperiods and lulls in their project work. Encour-age students to include on their calendars otherimportant itemssuch as tests in other classes,team sports, special family eventsso they cancreate as complete a picture as possible of howtheir project work will fit in with the other oblig-ations in their lives.

Review the calendar with students to troubleshoottime periods that are congested with activity.Suggest that students shuffle tasks to avoid bottle-necks. It is also a good idea for students to sched-ule times on the calendar when they will check inwith you, other teachers, and their employer part-ners. Regularly scheduled meetings can help stu-dents avoid missing deadlines, which can send theirprojects snowballing out of control. Students willneed this time-management skill throughout their lives.

Step 10: Assessment requires that you and the student dis-cuss how the project will be assessed so the student canreceive proper credit for the work. A myriad of assessmentmethods are available and it is important that you agree onthe one(s) that will be used for the project. Keep in mindthat an integrated workplace learning project is not justsomething a student does in addition to "real" classwork, butanother way of exploring course content and acquiring skillsand knowledge. Therefore, students should receive credit basedon criteria you negotiate with them.


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Steno-Calendar

Now that you know how long youractivities will take, plan when

you will do therm Transferthe information from your timeline

(Step 13) to the calendar below.Mark important dates for waning

and finishing activities and products.Include dates for meetings and

any events that affect your project.

"n6 18° bale Aprg "9 A '23

",T frrtcM., "1 2425write bid with Mr. Rax and tit

"h" andtake note, about the V the kitchen revArma ufil ony take 3

but the enact schedule durinconetortAon lo to be

arra ed

bug notebook

June 4 take ctureo to

Quirt ke 2 caws Ow 0.

..""r Reese and one 6-8

mite and co June 12rodenate date meat new client.

and show them the horn coo

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"From my perspective

grading was a truly

pleasurable experience

because of the variety of

projects turned in and how

high quality they were.

Grading was not time con

suming because of the

guidelines for planning

the work and because many

projects were completed by

groups. The scoring guides

I created with input from

the students made grading

extremely clear."

Teacher

Being included in the discussion of assessment is a valuablelearning experience for students. Part of the purpose of theproject is for students to take more responsibility for theirlearning. For students to have a true sense of ownership forwhat they learn, they should be a part of the discussion ofhow their project will be assessed.

Step 11: Learning agreement is the last step in the projectplanning process. Now that the plan is complete, the threepartners who will be involved in the implementation of theworkstudent, employer, and teacherneed to sign anagreement acknowledging their individual roles and responsi-bilities.



learning project

PREME!LINKING!WORK AND

LEARNING

sample projects

981,

Shannon Bryant is a high school senior with a part-time, after-school job at a local fast-food restaurant. Shannon was interest-ed in doing a senior project, but she didn't think she had thetime. At Shannon's school senior projects allow students toexplore a topic of interest in depth by working with their teachersand employers in the community. Shannon, whose favorite sub-jects are science and math, wanted to volunteer at the women'shealth clinic to better understand the latest advances in detectingbreast cancer. But Shannon didn't think she would be able tokeep her job, stay up on her school work, and take on the project.

Because balancing responsibilities was important, Shannon'sbiology teacher, Ms. Thatcher, suggested Shannon do a projectthat involved her current job. That way Shannon would nothave to spend time making contacts, getting familiar with a newsetting, or traveling across town. Shannon agreed that with afew extra hours each week at her job she probably could com-plete a project, but she didn't think anything interesting relatedto science happened at the restaurant.

To help Shannon get some ideas, Ms. Thatcher completed aLearning Site Analysis Form * with the shift manager of therestaurant. A Learning Site Analysis Form consists of a series ofquestions that structure a conversation between school staff andemployers to identify learning opportunities at a workplace. Ms.Thatcher found out about a variety of academic, technical, andemployability skills required at the restaurant. Reviewing theform, Shannon came up with an idea for a senior project thatreally interested her.

The following pages include the Learning Site Analysis Formcompleted by Ms. Thatcher as well as the project Shannon didrelated to food, nutrition, and health.

For more information on the Learning Site Analysis Form, see theinside back cover of this guide.


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Note to the reader:

The master Student

Planning Guide (following

page 117) that your

students will use

includes examples to help

them complete it. These

examples are included on

the following pages but

are marked with the word

SAME so you can distinguish them from the

project completed by

Shannon Bryant.

analyzeLearning SiteAnalysis Form

P.J. RosenWorkplace contact

Restaurant ManagerTitle

Fancy Fries RestaurantOrganization

Anywhere U.S.A.Address

###-####Phone

Pam ThatcherSchool contact

October 10Date

0


Tips for completing theLearning SiteAnalysis Form

The purpose of the Learning Site Analysis Form (LSAF) is toidentify opportunities for students to learn at a workplace andto connect that experience with learning in school.

The LSAFis designed to facilitate a conversation between you(a teacher or other school staff member) and the employer oremployee who will be working directly with students. Throughthe conversation you will gain a broad understanding of howand under what conditions that person does his or her job. Andtogether you will begin to explore different ways students canbecome active learners both inside and outside the classroom.

Following are tips for making the LSAF process go smoothly:

Let the employer or employee see a copy of the LSAF beforeyour scheduled conversation. It will save time if he or sheknows what kinds of questions to expect.

Specify how much time you will need for the meeting beforeyou begin.

Explain the purpose of the LSAF, briefly describing the bene-fits of students learning at the workplace.

Before asking questions, read to the employer the directionsat the beginning of each section.

Use the examples and cue words in the margins as promptsto help the conversation run smoothly.

Remember, this is a conversation. It is a chance to meet newpeople in your community and exchange ideas about newways for students to learn.

31

e


Part Your job

Directions: The purpose of these questions is to paint a detailedpicture of the skills and activities associated withthe job.

1) Describe your work environment.

We have 25 employees. There are usually four of us on the breakfastshift, 10 at lunch, and five or six at dinner. We all wear uniforms.

As far as the relationship between staff and guest, it's real com-fortable. Many of our customers are "regulars" and we're on afirst-name basis...we talk to them about their work, their family.As far as the staff, most of us get along pretty well. But we knowwhen we're at work, it's work. And when we're off work, then it canget social.

There i5 always something to do around here. Help customers,wash dishes, check the dining area...the workplace is verydemanding.

2) What is a typical day at work like?

I usually put in 11 to 12 hours a day. That includes phone calls andthe times I have to go back in to solve a problem. I interact most-ly with people...both the public and my employees. I handle cus-tomer complaints and monitor the employees' performance whileon shift. It's my job to make sure a worker is doing the job he orshe is best suited to do.

Other things I do during a typical day include making sure employ-ees follow safe food-handling practices and sanitation. Thismeans I'm always checking pots and pans to see if they are prop-erly cleaned before reuse and checking food to make sure it is

used by the expiration date. I'm also responsible for schedulingemployees and ordering food.

Team structure is extremely important around here, but I stillmake a lot of independent decisions. I have to be detail-oriented,yet flexible...the job is filled with constant interruptions.

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3 2NWREL CONNECTIONS: Linking Work and Learning

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A/ FOR EXAMPLE:

physical layout

work atmosphere

dress code

number of staff

stress level

P PROBE QUESTIONS:

What hours do you work?

What kinds of tasks do

you do on a daily basis?

What kinds of decisions

do you make regularly?

Whom do you interact

with on most days?

Do you generally dealmore with people orequipment?

*lb you work independently

or as part of a team?

Can you usually work

uninterrupted by meetings, phone calls, or

emergencies?

What is the "rhythm" ofyour day? When arethings busy and when do

they slow down?

Aanalyze

FOR EXAMPLE:

* using tools (e.g., drill,

microscope, camera)

using information (e.g.,

data analysis, teaching)

0 using technology (e.g.,

software design, word

processing)

ye FOR EXAMPLE:

* listening to customers

* being a team player

resolving conflict

communicating clearly

0 working with diverse people

0 teaching others

FOR EXAMPLE:

helping others

adapting to change

allocating resources

* thinking creatively

* taking a leadership role

improving systems

* time management

supervising other people

Your Job cont.

3) What are the five most important responsibilities of your job?

Managing food costs

Managing labor (both the costs and behavior of employees)

Speed/quality of service

bookkeeping (expenses, bank deposits, employee benefits)

Overseeing quality of the food

4) What technical skills do you need to do your job?

basic computer skills to take customers' orders, order food/sup-plies and track those costs

Skills to operate food-service equipment (slicer, steamer, fryer, grill)

Information-processing skills to analyze food costs, and interprethealth and safety materials

5) What interpersonal skills do you need to do your job?

Customer-service skills are a must! When I'm dealing with customersit's three-parts listening to one-part negotiation. It's also a similarthing when I resolve conflicts between employees: listen, negotiate. Ihave to work with diversity, too, in my crew and with my customers. Ialso have to have teaching skills to train others in store policy andprocedures, and how to use equipment.

6) What additional skills and/or personal qualities does your job require?

People skills/patience/dedication/adapting to change/dealing withprejudice/troubleshooting.

It's critical that I stay on top of things, and be willing to go the extramile. If someone returns with a bag of food in their hand, I knowthere's a problem. I approach them first and smile. The whole time I'mthinking, "I know I can make this right."

33

1:1 NWREL CONNECTIONS: Linking Work and Learning

Your Job cont.

7) How did you acquire the skills you just identified?

When I was in high school I worked part time in a fast-foodrestaurant after school. Back then it was just a job, but I guess itgave me a lot of background for what I'm doing now. I would alsohave to say I acquired skills through on-the-job training, safetyclasses, and definitely observation. Many of the skills I have wereself-taught as well. But that really takes self-motivation, not tomention time. When you're trying to improve yourself...it's con-stant looking, listening, thinking.

8) How could you help a student learn and practice the skills youidentified as important to your job in questions #4 through #6?

A student could greet customers or take orders to practice cus-tomer service. Another big part of customer service is dealingwith difficult customers. It wouldn't be right for a student tohandle that kind of situation without proper training, but he orshe could observe how we resolve such problems, and then maybesuggest alternative solutions. A student could work on teamworkskills by interacting with other employees. There are also some

machines, like the register, that a student could learn to operateto pick up some of the technical skills.

9) Describe a recent problem on the job and how you solved it.

There was a customer with a complaint. It wasn't someone I hadserved, but I still had to handle it. The customer came throughthe drive-through and ordered 10 tacos. She then came into thestore and said she paid for 16 but only received 10. She demandeda refund, and since her tacos were cold by that point, she alsowanted 16 new tacos. Her receipt showed she paid for 10, but Irefunded her money and remade the order for free (16 tacos).Around here "the customer is always right."

This type of thing happens about twice a month. I documentedthe incident while the situation was still fresh in my mind, becauseI didn't want it to appear to my managers that the employeeswere stealing.


Aanalyze

FOR EXAMPLE:

college courses

0onthe job training

* selftaught-

*apprenticeship

professional development

trade journals

observation

vendor workshops

P PROBE QUESTIONS:

*A student cannot do yourjob, but what tasks

(e.g., data entry,

research, drafting a

memo) could he or she doto help you in yourwork?

What handson activitiescould a student do toget a flavor for yourjob?

P PROBE QUESTIONS:

How did you discover the

problem?

How did you handle it?

* Who else was involved in

solving the problem?

What was the outcome?

How will you ensure the

problem does not

recur?

Aanalyze

P PROBE QUESTIONS:

Is your job harder ifother people don't do

their jobs well?

Do other people rely on

your doing your workwell?

FOR EXAMPLE:

customer opinions

stock market trends

world news

new technologies

sales figures

s'e FOR EXAMPLE:

resolving an issue inyour field or business

using different equipment

rethinking a process

getting more training

FOR EXAMPLE:

new technology introduced

more education required

new skills necessary

greater competition inworldwide marketplace

more opportunities withan expanded demand for

products and services

Your job cont.

10) How is your work interdependent with that of others in your organization:

My staff relies on me to supervise during peak hours 50 things runsmoothly. I keep my eyes open to make sure safe food-handling proce-dures are being observed and I'm the one that "rights" the orders thatturned out wrong.

My success is dependent on the efficiency of each member of the crew.One weak link makes it hard for everyone else, especially me.

11) What kinds of information do you need to use, analyze, and/or stayup-to-date on to do your job effectively?

Oh, there are tons of laws I need to stay up-to-date on...food safetylaws, child labor laws, immigration laws, corporate policy. And everymonth we do promotions, so I need to review and analyze employee per-formance evaluations. There are also the day-to-clay issues I need tokeep up on, like employees' personal safety, and making sure policiesrelated to that are enforced.

12) What would improve the efficiency of your job?

I would have to say developing and maintaining a "team" atmosphere.Right now we don't have regular meetings for staff...I think havingmeetings would definitely improve the efficiency.

A lot of young people who come to work in fast-food restaurants don'treally know how to work hard. That hurts, at least slows down, business.

13) How do you think your job will change over the next io years? Why?

I think everything will be more computerized and automated. For instance,now we don't "cook" food anymore, we "steam" it. In 10 years I don't thinkwe'll even have knives in the kitchen... machines will chop vegetables.

35

NWREL CONNECTIONS:Linking Work and Learning

Part 2 -The WorkplaceThe purpose of these questions is to find out aboutthe workplace environment.

14) What are the health and safety issues at the workplace?

There is no smoking, we don't drug test, and child labor laws doapply. We wear uniforms and safety shoes. We have to wear hairrestraints...only one ring per finger...you can only wear one pairof stud earrings...you have to use a band-aid from our first-aidkit for any kind of cut. There are lots of restrictions!

As far as safety, safe food handling is a big consideration. Makingsure employees are using safe food-handling practices takes up alarge part of my time. We really stress hand-washing around here.There are signs everywhere and we even have a video about it.

15) What technology and special tools are used by you and othersat the workplace?

cash register heating cabinet

food timer

refrigerator/freezer

heating & steam cabinets

ten-key

tomato slicer

microwave oven

equipment monitor

i6) What written materials are used at the workplace?

food order

day-off request

safety manual

fond prep guide

orientation package

All written materials are in both English and Spanish.


Aanalyze

FOR EXAMPLE:

smoking policy

drug testing

labor law age

restrictions

special clothes (smock,

uniform, safety shoes)

special gear (gloves,

goggles, hard hat)

1/ FOR EXAMPLE:

compters

hand tools

lasers

fax machines

marker boards/flip charts

cellular phones

photocopiers

medical instruments

(calculator]

1/ FOR EXAMPLE:

purchase orders

contracts

bilingual dictionaries

maps

federal, state, or local

rules and regulations

directories

QM COPY AVAILABLE

Aanalyze

P PROBE QUESTIONS:

Who makes decisions

about goals and doesstrategic planning?

How are resources (e.g.,

time, money, materials)

allocated?

How are frontlineworkers involved in

decisionmaking?

How are workers'

performances assessed?

P PROBE QUESTIONS:

How does the workplace

affect the localeconomy?

Wbat zoning laws apply?

What environmental factors determine how the

workplace operates?

*Wbat civic activities isthe workplace involvedin?

The Workplace cont.

17) How is the workplace managed to ensure that it is productiveand financially sound?

The market managers set goals and do planning for the region.Then the general managers and the assistant managers carryout those plans. The front-line people really aren't involved in deci-sionmaking...it's a top-down thing.

It is the front-line workers' responsibility to make sure customersare happy and that they come back...so, I guess that helps tomake sure the company is productive and makes money.

18) What impact does the workplace have on the local and globalcommunities?

Well, for starters, our company provides jobs for teenagers in thecommunity. We also give charitable contributions. For instance,we'll provide free lunches to kids who come downtown for a fieldtrip or we'll provide free food cards to non-profits who arefundraising.

Our company is worldwide, so I guess that means we influenceeating habits everywhere.


Part 3 Learning on SiteDirections: The purpose of these questions is to brainstorm ideas

about the ways students can acquire and/or enhancejob-related and academic skills at the workplace.

19) What academic skills do you need to do your job?

Math to manage the budget and make projections

Science skills regarding food safety (managing proper temper-atures, disease prevention, and recognizing symptoms, etc.)

English and Spanish for communication with customers andemployees, reading workplace materials, writing orders by handwhen the computer system goes down

Geography for giving customers directions

20) What are at least three ways a student could learn or applymathematics at the workplace?

A student could:

Count out proper change for a customer

Do percentage discount on purchases

Balance out the till

Determine food quantities needed for peak periods

Estimate costs for starting a new franchise across town


Aanalyze

V FOR EXAOIE:

English to write memos

math to manage budgets

chemistry to do lab tests

geography to create maps

P PROBE QUESTIONS:

In what ways are basic

computation (addition,

subtraction, multiplication) and numerical

concepts (fractions,decimals, percentages) a

part of your job or thejobs of others at theworkplace?

Could a student use mathskills to do tasks suchas estimate, prepare

graphs, help with inventory?

BEST COPY AVAILABLE

Aanalyze

V FOR EXAMPLE:

composing memos or letters

editing documents

public speaking

synthesizing data

greeting customers

taking messages

FOR EXAMPLE:

*A student at aveterinarian's officemight investigate theeffects of pet ownershipon a person's health and

sense of wellbeing.

At a computer softwaredesign firm a student

could research the

impact of electronic

communication on theprinting industry.

At a dairy farm a student might research thethe impact health trendshave had on milkconsumption.

At a carpentry shop astudent could investigate

how world markets are

changing lumber specifications.

Learning on Site cont.

21) What are at least three ways a student could learn or applycommunication skills at the workplace?

A student could:

Greet customers

Take an order and communicate it to the cook

Learn how to deal effectively with difficult customers

Observe conflict resolutions between employees

Write a memo to staff about the holiday schedule

22) What are at least three ways a student could explore socialissues at the workplace to understand important aspects ofyour job or industry?

A student could:

Explore company history through our training manual andvideotapes

Investigate how people's lifestyles (working more, single parent-ing) influence how much fast food they consume

Investigate if and how the American health-food craze has hadan impact on the fast-food industry

39



23) What are at least three ways a student could learn or applyscientific principles or concepts underlying your work?

A student could:

Study for and obtain a food-handler's card

Explore food temperature/safety issues (fungus that can growon food, E.coli, etc.)

Investigate fat/protein/salt content of food in relation to whatis healthy

Study food poisoning issues/prevention/cure

24) What opportunities are there for students to contribute to acreative or artistic process or product at the workplace?

They could come up with a promotional deal or design achild play area.

40


Aanalyze

FOR EXAMPLE:

A student at an office

could study the health

risks of prolonged use of

computer keyboards.

At an auto repair shop astudent could examine

car construction to

establish which features

are needed to protectpassengers in sideimpact

accidents.

A student at a fastfoodrestaurant could explore

the chemical processes

of the body that break,down and store fat.

FOR EXAMPLE:

In a retail store a student could examine howpresentation and lighting

affect people's interest

in shopping.

*AA a day care center, astudent could help produce a newsletter to

parents.

A student at a partsmanufacturer could help

create overheads for apresentation to

potential clients.

Aanalyze

FOR EXAMPLE:

In a doctor's office,where there is frequent

turnover in receptionists,

a student could developa training manual to

orient new staff to the

computer and recordkeeping system.

At a bakery, a studentcould organize and

oversee the donation ofdayold bread andpastries to local

homeless shelters.

At a bookstore, astudent could design and

produce a flyer announcing a new lectureseries.


25) If a student were at your workplace to help you, what kinds ofprojects could you involve him or her in?

A student could analyze the nutritional value of the menu itemsto determine which ones could be approved to wear the AmericanHeart Association's healthy food symbol. They could then submita proposal to the American Heart Association for the selecteditem to be approved.

A student could research E.coli causes and cures.

A student could research the history of franchises and write aflyer for people who are interested in starting one. People oftenwalk in the door and ask about it and I don't have any informationto give them.

41

1:1 NWR EL CONNECTIONS: Linking Work and Learning

Notes...

has worked at the restaurant for six years and began as a

"crew person."

The LSAF was completed on very short notice at the restaurant.

There were a couple of interruptions because we did the LSAF at

the end of a rush.


Aanalyze

CONNECTIONS


Northwest Regional

Educational Laboratory

NWREL

Education & Work Programum SW Main Street, Suite Soo

Portland, OR 97204

Phone: 503 / 275-950o800547-6339

Fax: 503/ 275-0443

Internet: http: / / www.nwrel.org


int e grat eIntegratedWorkplaceLearningProject


LIGHTEN UPProject title

Shannon BryantStudent(s)

Ms. Thatcher, Ms. Davis, Mr. DiazTeacher(s)

P.J. RosenEmployer/Employee(s)

Fancy Fries RestaurantWorkplace

September 30Start date


What is this?

Are you getting ready to do an internship at a workplace

and you aren't sure what to do when you get there? Would you

like to get credit for the skills you use at your part-time

job? In school, do you ever ask yourself

learn this?"

Why do have to

If you answered "yes" to any of these ques-

tions, this planning guide is for you.

This guide helps you plan a project that connects your inter-

ests, what you do in school, and what is going on at a job in

your community. Why do a project? Well, it's tun. It's

It gets you out of the classroom to see how

things work in the real world. It helps you use the skills

challergirg.

you have and learn new ones. Projects also prepare you for the

future by giving you the chance to learn and use skills and

knowledge you need for college and careers.

Before you can start a project, you have to planwhat you are

going to do. That's what this guide is for. Working with one or

several teachers, an employer or employee at the workplace,

and possibly other students, you will use this guide to outline a

likeproject. Through your project you can produce things

videos, posters, models, reports, interview surveys, or plays.

Then you take what you make and present it to teachers,

employers, students, and members of the community to

what you have learned and teach other peopledemonstrate

new things.

The purpose of projects is to help you learn skills that you will

use for the rest oi your the. But they are also meant to

be enjoyable.

So, work hard and have fun!

a NWR EL CONNECTIONS: Linking Work and Learning

A proposal describes what you want to do for your project and why youwant to do it.

Developing a proposal requires thinking, more thinking, and rethinking.These steps will help you come up with an idea for your project:

StepGet an initial idea by thinkingabout things that interest you about yourjob or worksite.

Step 2 Choose M topic from your ideas in Step1 and reflect on what you already knowabout it and what you want to learn.

Step 3 Write M proposal that describeswhat you will be doing for your projectand why.

46NWREL CONNECTIONS: Linking Work and learning

A quick note about your project...

What should your project be about? Your rojectshould be about something that you,something you would want to spend time learningabout.

It should be about something you can learn bestb stud in in school and by getting out into thecommunity.

If your employer or teacher assigns you a project thatyou are not crazy about, don't get discoura ed.Instead discuss with them ways to develop BEIidea so it relates to things you want to explore.

What should our roject be about? The possibilitiesare endless. 10

47


StepO Getting an idea

The first step in developing your proposal is to come up with anidea for your project.

In the blank space below, and on the back, jot downusing words,pictures, or diagramsproject ideas related to your workplace.

The questions in the margins are to help you brainstorm ideas. Youdon't need to answer them all, but think about them and discussthem with employers, teachers, friends, and family. Keep track ofany project ideas that are interesting to youeven if they seem sillyat first.

I work at Fancy Fries, a fast-foodrestaurant. Our customers oftencome in asking if any of our food i5

IOW in fat or sodium. I never knowwhat to say, and neither do theother workers.

Sometimes it amazesme how many peopleeat fast food. Duringsome of my shifts weget 50 busy. And wearen't the onlyrestaurant in town. Ibet they are allpacked like we are atlunch and dinnertimes.

A lot of my friendslike fast food becauseit is quick and easy.Some of them talkabout going on diets,but I don't think theyknow much aboutwhat they are eating.

Compared towhat's in thecafeteria atschool, fastfood tastesmuch better.

What did people do before fast food?How did it get to be so popular? Iwonder how long it will stay that way?

I wonder howhealthy thepeople in my

communityare?


What interesting

social, political,

artistic, or historical

issues do you know

about or have you heard

about the workplace?

What things would, you

like to change in your

community? Could your

experience at the

workplace help you

design or create


needs?

What do you think you

will learn from the

people at your work

place? What do you

think you can teach

them?

How could you use

skills you have now--

like being a team

captain, sculpting,

or public speaking

to contribute to

activities at the

workplace?

Are there things you

think people at the

workplace need to know

aboutlike AIDSprevention, recycling,

gang violencethat you

could teach them?

Is there an issue that

has special, personal

meaning for you that

you think you could

address through a

project at the

workplace?

Q/

Stepp Getting an idea ...cont.

I think a lot people want to eat right,but they just don't have the time tofigure out how to do it.

(

One of the thingswe talked aboutin my healthclass wasnutrition and howimportant it isto eat healthy.

Is fast food healthy? I think that ques-tion is on people's minds when they ask ifwe have any low-fat or low-sodium itemson our menu at work.

In biology we are studyinghow foods are digested andabsorbed by the body. It'sone thing to read it in abook and another thing tothink about it when you areactually eating. Everythingwe eat has some kind ofeffect on us.

I'd like to be able toanswer people'squestions about thefood we serve atFancy Fries.

I never thought there wasanything related to scienceat my job. But it seemsnow like there is a lot justrelated to questions abouthealth and nutrition.

As you think about your project ideas, consider whether you would

want to work on your project alone or with a team of other students.


Stepp Choosing a topic

Your next step is to choose a topic for your project. Looking back atyour ideas from Step 1, choose one that you would like to explore.

If you haven't already, discuss your topic with your teacher and theemployer with whom you will be working to make sure it is doable.

The topic of my project is: Identifying healthy foods at my

workplace, Fancy Fries Restaurant

12151did you choose this topic?

Customers at my job are always asking about healthy food. If Icould learn more about this my co-workers and I could respondto their questions better. Plus, I think a lot of kids my age eata lot of fast-food and I wonder if that is the healthiest choiceall the time because we are still growing.

What do you already know about your topic?

I know some foods are healthier than others and that youshouldn't eat too much of any one thing. I know the ingredientsof the foods we prepare fresh at the restaurantlike salsaand salads. I can find out the ingredients of other foods wedon't make freshlike rolls, sauces, and salad dressings.

What do you want to learn about your topic?

I want to learn what it means for something to be called"healthy." I want to learn the fat, salt, and nutrient contentsof the items on our menu. I want to compare the food at my jobto the current recommendations for diet.

How can this topicthe workplace?

combine learning at school with learning at

biology and health classes to understand the effects of fatand sodium on the body. Math to calculate the fat grams andmilligrams of sodium, and to create nutrient-content tables.English to write a flyer about my findings.


Title

Stepp Writing a proposal

Congratulations! You are now ready to write a proposal. Your pro-posal will include:

The title of your project

The goals of your project

The skills and information you will learn at school and the workplace

The way your project will benefit the community

The timeframe for your project

The partners involved with your project

What will you call your project? (Can you think of a catchy title?)

LIGHTEN UP

Goal (s ) List the goals for your project.

1. I want to know what the standards are for calling something healthy.

2. I want to learn how to compute sodium and fat contents of foods.

3. I want to be able to tell customers and friends at school just what they are eating.

4. I want to make a flyer that tells people about good food choices at Fancy Fries and in general.

Skills and Information Describe the skills and types of information you want to learn.Indicate if you think you will learn them at the school or at the workplace.

At school I want to learn: (1) about nutrition in my biology and health classes; (2) how to write

formulas to calculate fat, sodium, and nutrient contents of different foods; and (3) how to

design a flyer on the computer

At work I want to learn: (1) the ingredients for the foods we serve; and (2) how to teach

co-workers and customers about healthy options at the restaurant


Partners

Stepp Writing a proposal....cont.

Benefits Who in the community will benefit from your project? How will they benefit?

I think the biggest benefit will be to the customers at my restaurant and my friends at school.

People seem to want to know how to eat better. The information I gather and put in the flyer

will give them some ideas on how to do just that.

Timeframe

Project start date: September 30 Project end date: December 13

List the names of the teachers you will work with and their subject areas:

Ms. Thatcher (science)

Mr. Diaz (math)

Ms. Davis (health)

List the names of the employers/employees you will work with:

P.J. Rosen (Fancy Fries Manager )

List the names of the other students (if any) you will work with:

none


A workplan explains exactly how you are going to do what you describedin your project proposal.

These steps will help you develop your workplan:

Step 4Create a list of products you willproduce and describe how you willdo it.

Step 5 List the purposes of each productand how you will make your productsuseful in the real world.

Step 6 Create a list of resources (includingpeople, supplies, and research) you willneed for your project.

Step 7 Describe the connections yourproject will have with what you learnat school and the workplace.

Step 8 Make a timeline showing how longit will take you to complete your prod-ucts and put them to use.

Step 9Transfer your timeline to aso you can keep track of your progresson your project.

calendar

Step io Negotiate the assessmentmethod for evaluating your project.

Step 11Sign a learning agreement thatincludes your roles and responsibilitiesand those of teacher(s), employer(s).


A quick note about the examples

you see in But Two...

The examples in Part Two are based on a project a

student did during an internship at a small airport.

The project, titled "From MO Air, focused on

how the airport's plans to expand its facilities and

increase the number of flights would affect the com-

munity. Interested in becoming a pilot, the student

also wanted to research the specifications of different

kinds of biplanes.

The student's goals for the project were to understand

community sentiments about the new airport, make

the airport planning committee aware of these views,

and learn more about aviation in general.

54

CINWREL CONNECTIONS: Linking Work and Learning

Step() Products

Describe the product(s) you will produce for your project. Then listthe steps required to make them.

Each product should: (1) relate to the project goals from Step 3, and(2) be tangiblesomething you can see, touch, taste, smell, or hear.

Product :

Need some ideas?Want to see anexample?

See next page.

Flyer on healthy eating habits, focusing on items from the restaurant where I work

To produce this product I need to:

1. Research information on healthy eating andeating trends

2. Choose 10 Fancy Fries menu items to analyze

3. Collect ingredient lists

Product : Presentation on healthy eating


4. Analyze the 10 food items

5. Design a flyer summarizing myresearch and analysis of the food

6. Meet with Ms. Davis to disc-uss the flyerand make arrangements for printing it

1. Find pictures of clogged arteries, healthyhearts, etc., and photograph them for slides

2. Outline main points of the presentation usingthe flyer as a guide

3. Review my slides and presentation outline withmy biology and health teachers

Product :

4. Practice giving the presentation

S. Make the presentation

6.


1. 4.

2. 5.

3. 6.

DD


Stepe Products...examples and ideas

Product: Public opinion survey on noise pollution


1. Research survey methods

2. Write survey questions

3. Pilot test the survey

oup of people

survey

sults

Product: Model bi lane

To produce this pro

1. Research bipl

2. Design a unique model using a computer-aided drafting program at school

4. Buy building supplies

5. Build the model accordingto the computer design

3. Discuss the design with a local FAA official 6.

Can't think of any products to do for your project? Here are some ideas:

screenplayscale modelinterviewbookpetitionadvertisementdioramamap with legendmusictotem poleanimationspeech

And these are just a few!

slogancakeresearch reportsurveycollagebannermuralpamphletgreeting cardslide showlogocomputer program

transparencieseditorial essaydancedebatepaintingcatalogsculpturefablevideoposterspoemexperiment


Stepp Purposes

There is no point in making products unless they have a purpose.

Describe each product's purpose and what you will do toaccomplish it.

I will use my flyer(product))

To accomplish this purpose I need to:


See next page.

to tell co-workers about healthy items at Fancy Fries.

1. Meet with the restaurant manager to explain the flyerand plan a presentation at a staff meeting

2. Distribute copies of the flyer to co-workers

3. Coach co-workers on answering customer questionswhen they have questions about menu items

I will use my presentation(product)


(purpose)

4.

5.

6.

to inform students about healthy eating habits.

1. Meet with the school principal to get permissionto give my presentation at a school assembly

2. Make posters to interest students in the assembly

3. Put an announcement in the school bulletin

(purpose)

4. Make arrangements (date, time,equipment, place) for presentation

5. Find a student in the media centerto help with the A/V equipment

6.

I will use my to(product)


1.

(purpose)

4.

2. 5.

3. 6.

57NWR EL . CONNECTIONS: Linking Work and Learning

Step © Purposes ...examples and ideas

I will use my public opinion survey to inform the airport planning managers what the public wants.(product))


1. Schedule a time to meet with all the2. Prepare an agenda

3. Make transparencies hig

I will use my mod

(purpose)

a room and overhead projectore the presentation

elementary_class about how planes fly.

(purpose)

To accomplish this pu need to:

1. Recruit an elementary class2. Discuss ideas with the teacher3. Prepare a fun lesson on flying using the model

4.

5.

6.

Teach the class

Here are some ideas for purposes of products:

give an artistic performance of...make a presentation about...teach a class on...solve a problem regarding...share information about...analyze a situation for the purpose of...organize an event to...


communicate the message that...raise funds for...supervise an activity to...respond to the need for...report on an issue in order to...increase awareness of...resolve a conflict about...

Every product has to have a purpose. If you can't think of

a purpose, ask your teacher or employer for advice. 58

13 NWREL CONNECTIONS: Linking Work and Learning

Step() Resources

Now that you know exactly how you will do your project, the nextstep in your workplan is to decide what resources you will need.

INFORMATION:

What information do you need to complete your project? Whatresearch do you need to do?

To do my analysis of the food items, I need to get an expandedconversion chart for the fat, sodium, and nutrient contents incommon foods. For my flyer I need USDA's Dietary Guidelinesfor Healthy American Adults. I also need articles, books, andpamphlets that compare the nutritional value of fast-foodrestaurant items.

PEOPLE

.Who do you need to talk to or interview for your project? Who atschool and the workplace can help you with your project?

At school: I need to talk with Mr. Diaz to come up with a formu-la for calculating the sodium and fat contents of foods. Ms.Thatcher and Ms. Davis can recommend books for me to readabout my subject. I will also need help in the computer lab touse desk-top publishing software to create the flyer.

At work: 19.J. Rosen can help me choose 10 foods to analyze andget their ingredient lists.

LiATERIAIS

What kinds of supplies, tools, and equipment will you need?

computer (to write text and design flyer)Internet access (to look at sites like the American HeartAssociation, USDA Food and Nutritional Information Center)conversion charts (nutritive components of common foods)ingredient lists of foods from the restaurantbooks on diet and nutrition (I will start with my health textbook)articles (I will need to do a library search)copy stand, 35mm camera, film (to make slides)


If you don't have

the necessary

resources, you will

need to modify your

products.

Want to see anexample?

See next page.

Stepp ConnectionsDescribe how your project will connect with what you learn atschool and the workplace.

What classes are you taking in school that will help youcomplete your project? How will they help you?

I am taking Health and Wellness for Life this semester.My teacher, Ms. Davis, covers a lot of issues aboutnutrition and diet. I am also taking biology this semes-ter, which will give me a broader perspective on howfoods affect the body. Math will help me come up with aformula for calculating the fat and sodium content offoods and make accurate charts.

What other activities do you participate in at school thatrelate to your project? How do they connect?

What other classes or subjectareas do you think would behelpful?

Social studies might help melearn more about how diet pref-erences have changed over timeand why people seem to preferfast food more and more.

A graphics class would be helpfulin putting the design of the flyertogether.

I use the computers at school to type my reports. Even though I don't know how to usethe school's desk-top publishing program very well, the fact that I am used to using acomputer will be an advantage.

I work as a TA in the library and have made slides for teachers.

What can you observe workers doing tohelp you complete your project?

I can observe whetherworkers are consistentin how they preparefood. This could affectmy analysis. I can alsocount the number oftimes customers askfor information on fooditems and observe howmy co-workers handletheir questions.

What skills can you learn and practice at the workplace tohelp you complete your project?

I Math: I will definitely get lots of practice in this area,computing nutritional values.

Communication skills: I will need to be able to express myselfclearly if I am going to train and coach my co-workers.

Customer service: making sure everyone at. Fancy Fries cananswer a customer's questions is an important service.


Stepe Connections ...examples and ideas


I am taking math and a computer-aided design class.That will help me do all the measurements and getthe design for the model just right.

In social studies I can get information about howplanes were invented and how to do a survey. Then Iwill need some help from my English teacher to makesure the questions on the survey are good ones.

What other activities do you participate in at school trelate to your project? How do they connect?

I use a computer at thwould help me w


Physics would help me understandhow planes fly.

Making oral reports would help mebe less nervous about giving apresentation to all the people atthe airport.

et I could learn a program thatmy presentation.

I also volunte would help me work with the kids.


I can take a tour of theairport to help me thinkof questions for thesurvey. I can also watchand listen to airportworkers to learn thespecial vocabulary forflying.

\NommommiiminEmomm.m1


I can watch mechanics repair airplanes, which will help melearn about their construction. If possible, I would like tolearn how to use some of the tools they need to makerepairs. I would also like to try to interview a pilot and askwhat it feels like to fly.

61


Want to see anexample of atimeline?

Turn the page.

Stepp Timeline

The next step in making your workplan is to figure out how muchtime you need for the project. Using the timeline below, write outeverything you need to do and how long each activity will take.When you are done add up the total times.

Researchinformationon healthyeatingeating

Above the line: trendsWhat do you need to doto produce yourproduct(s)?(Step 5)

Chooseitemsanalyze

and andingredientlists

10 Analyzeto the 10collect food

items

Designflyer thatincludesresearchand analysis

a

Below the line:How long will it take? 2 weeks 1 hour 2 weeks 1 week

Above the line:What do you need to doto accomplish yourpurpose(s)?(Step 6)

Below the line:How long will it take?

Meet with FancyFries manager toexplain the flyerand arrange atime to presentto the staff

Distributeflyers to co-workers andcoach themon answeringcustomerquestions

Meet with Ms.Davis to dis-cuss the flyerand printing it

Make postersand writebulletinannouncementto advertise thepresentation

1 hour

Meet with theprincipal to getpermission togive the presen-tation during aschool assembly

30 minx. 1 hour

62

2 days 30 mins.


StepeTimeline ...cont.

Find photosand makeslides

Outline oralpresentation Review slides

and presenta-tion with biologyand healthteachers


Turn the page.

Practice Make thepresentation presentation

2 days(includes

developing)

Confirm a presentationdate with the schooloffice

1 day 1 hour

Reserve all neces-sary audio/visualequipment and finda volunteer to helpfrom the mediacenter

90 mins. 30 mins.

total time: 38 days, 5 hours

STOP

30 mina 30 mins.

Make sure you have enough time to complete

all the activities for your project.

63

'total time: 2 days, 3 hours


Above the line:What do you need to doto produce yourproduct(s)? (Step 5)

Step() Timeline ...example

Researchsurvey methods

Researchbiplanetypes

EXAMPLE

Write andpilot testsurvey

Design modelusing CADprogram atschool

Discuss thedesign withlocal- FAAofficial

Below the line: 1 weekHow long will it take?

Above the line:What do you need to doto accomplish yourpurpose(s)? (Step 6)


Schedule timeto meet withmanagers

5 days 2 days 1 week 2 days

Recruit anelementaryclass

Make transparencieshighlighting keyfindings

1 hour 1 day 1 week 3 days

64


StepeTimeline ...example

Buysupplies Build the

model

EXALPIE

Choose a groupof people tosurvey Conduct the

survey

Analyze thesurvey results

1 clay 2 weeks lclay 2 clays 3 clays

Reserve a roomand overheadprojector

Discuss ideaswith elementaryteacher

Plan a fun les-son on flyingusing the model

t otal time: 44 claysL J

Teach the class

Give thepresentation

30 minx. 30 minx. 2 clays

65

1 hour 1 hour

t otal time: 13 clays, 4 hours


00

;.14.0

4.0

0C.1

0

S M T W Th F Sa

0 5

C 7 8 9 10 11 12

13 00 16 17 C) 19

20 21 22 23 0 25 26

27 28 29 30 31

S M T W Th F Sa1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 0 ".S Al W Th F Sa

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8 0 10 00 14iii15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

Step() Calendar

Now that you know how long your activities will take, plan whenyou will do them. Transfer the information from your timeline(Step 8) to the calendar below. Mark important dates for startingand finishing activities and products. Include dates for meetings andany events that affect your project.

Oct. 1-8 research curve methods; Columbus DOct. 15 start researchin

teacher to sta school officephone to cal air.ort to arra o meet with managers; Oct. 24meet with co eacher to discuss biplane model design

no school;

t with English

Sept. 30-Oct. 12 research healthy eating and eating trends;

Oct. 14 no school (Columbus Day); Oct. 15 meet with I2.J. Rosen to

choose 10 items to analyze from Fancy Fries menu; Oct. 21-Nov. 5

analyze food items; Oct. 23 meet with principal for permission to

present during assembly; Oct. 24 meet with Ms. Davis to discuss

the flyer and printing it; Oct. 24 meet with 12.J. Rosen to arrange a

time to coach co-workers on answering customer questions;

Oct. 30 go to school office to reserve time during an assembly to

make the presentation; Oct. 31 help hang Halloween decorations in

gym for school party

Nov. 10-16 design flyer; Nov. 18 & 19 make slides; Nov. 20 outline

presentation; Nov. 21 review slides and presentation with biology

and health teachers; Nov. 25-27 mid-semester exams in English,

math, and biology; Nov. 28 -Dec. 1 Thanksgiving break; Dec. 4 pass

out flyers and train Fancy Fries workers on answering customers'

questions; Dec. 6 reserve audio/visual equipment; Dec. 9-10 adver-

tise the presentation; Dec.12 practice presentation;

Dec. 13 give presentation

66NVVREL CONNECTIONS:Linking Work and Learning

StepOCalendar...cont.


S M T W Th F Sa

S M T W Th F Sa

121

0

0e+

S M W Th F Sa 0

0

c+S M W Th Sa

S M W Th F Sa 01+

Steps Assessment

You have now successfully planned all the elements of your project.The next step is to negotiate with your teacher how your work willbe assessed.

The following are some assessment methods you can discuss withyour teacher. Put a check by the one(s) you both decide to use.Also, write down the terms for your receiving credit.

Student self-evaluation: A formal, comprehensive evaluation (written or oral) of the projectand the project process.

)11 Teacher-based evaluation: Teacher uses assessment tools such as rubrics, scoring guides, paperand pencil tests, research papers, seminars, content standards to evaluate student achievementthrough the project.

Portfolio: Collect samples of your work throughout the project process to demonstrate mas-tery of specific skills.

Community members: Participating employers and other interested members of the communi-ty evaluate the project from the perspective of the "real world" outside of school. A studentcan present the project to them in a variety of ways such as presentation, demonstration,or written report.

Other (specify):

Will the successful completion of the project qualify me for credit? Yes No

If yes, specify amount and terms of the credit: I am doing this project for my health class

instead of a research paper, and instead of two labs on the human digestive system in biology.

68

1:1 NWREL CONNECTIONS: Linking Work and Learning

Stepe Learning agreement

The last step in your workplan is for you, your teacher(s), and theemployer/employee(s) at your worksite to sign a learning agreementthat spells out everyone's responsibilities.

STUDENT (s)

I recognize that completing this project is a demanding process that will require my serious atten-tion. I realize that I am involving people in the community and that I need to respect their time.My responsibilities are to:

Complete this planning guide with the help of my teacher(s) and worksite employer/employee(s)

Meet all deadlines for activities and products indicated on the calendar in Step 9

Meet with my teacher(s) on a scheduled basis to discuss the progress of the project

Get approval for any modifications I make to my proposal or workplan as I carry out my project

S4.4aotoot. Szeta4c

Student signature9/25/22Date

Student signature Date


EMPLOYER/EMPLOYEE(S)

I understand that the student is undertaking a project that will integrate learning at schooland the worksite. To assist the student in completing the project, my responsibilities are to:

Review the project proposal and workplan and ensure it is reasonable given my time andresources at the worksite

Provide the student access to resources appropriate for completing this project

Enlist the involvement of other employees if they can be helpful to the student

Serve as a mentor and guide for the student

Roaxec

Employer/employee

Employer/employee

9/26/2Date

Date


Step. Learning agreement.cont.

TEACHER ( S)

I have worked with the student(s) in preparing this project. I recognize that my responsibilities are to:

Carefully review the student's proposal and workplan for the project

Meet with the student on a scheduled basis to assess the progress of the project and suggest anymodifications

Serve as a facilitator and coach in the project process, allowing students to identify and solveproblems on their own

Negotiate with the student the conditions for assessing the completed project and granting credit

The student and I have agreed on the following methods of assessment:

Shannon will be graded on her ability to gather, apply, and present information in keepingwith the same criteria used for research papers in this class (Health and Wellness for Life).

Shannon will be graded on her ability to acquire and present information, following theguidelines for all biology labs.

The student will or will not be granted credit for this project. The

conditions of the credit (amount, nature, etc.) are as follows:

Shannon will receive a maximum of 65 points toward her final grade in her Healthand Wellness for Life class.

Shannon will receive credits for two labs in biology based on her presentation tothe student body at assembly and the accuracy of the slides she uses.

e. veto& 9/27/2'Teacher signature Date

P. "Mettelteit 9/27/2'Teacher signature Date

Teacher signature

Teacher signature

Date

Date


Modifications

Very few things in life go exactly according to plan. As you areworking on your project, you may decide to modify your proposalor workplan. Keep track of all the changes you make and get thesigned permission of your teacher(s).

MODIFICATION APPROVED BY

Once I had the first draft of my flyer ready, 12.J. Rosen requested to review it. e. Vaal

P.J. suggested I include the sources for my data so people could get more

information if they were interested. This seemed like a simple edit, but it

took two clays to reserve computer time and figure out a way to work the

citations into the design of the flyer.

I got permission from the principal to present at an assembly, but the school

office secretary said all the assemblies were already scheduled for the year.

Instead I made presentations in four of Ms. Davis' health classes. Ms.

Thatcher arranged to watch one of my presentations. I had to get permission

slips to miss some of my classes to make the presentations. Doing all four

presentations made my project end date one week later than planned.


P. 744..teliet

171 BEST COPY MARA LE

Congratulations!

You have successfully planned your project! Now it's timeto get started. Are you ready?

If so, you should be able to answer the following questions.If you are unsure of anything, discuss it with your teacheror worksite contact person.

Lo jou know

...Why you are doing this project?

...What you need to do first?

... How your project connects school and work?

... How to check if your project is on track?

... How you will know when your project is finished?

...What your project's most important resources are?

...What will demand your most attention?

...What part of the project will require the most time?

...Where you think your performance will be thestrongest? the weakest?

72


CONNECTIONS


Northwest RegionalEducational Laboratory

NWREL

Education & Work Programioi SW Main Street, Suite Soo

Portland, OR 97204

Phone: 503 /275-9500800/547-6339

Fax: 503 /275-0443


73

I:1 NWREL CONNECTIONS: Linking Work and Learning

Rick Velasquez is a high school junior getting ready to do a two-month internship with Mr. Reese, a self-employed electrician.Rick's decision to do the internship was not random; he hadcompleted several job shadows and career explorations* in avariety of fields during the ninth and tenth grades.

During a career exploration with Mr. Reese, Rick thought hewould like to return and do a longer project with the electrician.When the opportunity arose to do an internship, Rick wasexcited, but didn't have any specific ideas for a project. He knewhe wanted to learn more about wiring and the details of runninga business, but he also wanted to include his other interests inwriting and photography. Working with his teachers and Mr.Reese, Rick decided to document the step-by-step process ofrewiring a kitchen in a home. Rick planned to work with Mr.Reese and his clients to learn the technical skills he was interest-ed in while photographing and describing a job from start to fin-ish. The pictures and copy would be presented as a professional-quality photo essay that Rick could include in a portfolio. Mr.Reese was very interested in the project because he felt he coulduse the photo essay to help educate his customers about what isinvolvedin terms of time, construction, and costsin arewiring job.

The following pages describe the project Rick designed for hisinternship.

* For more information on job shadows and career explorations, seethe inside back cover of this guide.

74


integrate

Note to the reader:

The master Student

Planning Guide (following

page 117) that your

students will use

includes example's to help

them complete it. These

examples are included on

the following pages but

are marked with the word

SAMPLE so you can dis

tinguish them from the

project completed by Rick

Velasquez.

IntegratedWorkplaceLearningProjectStudent Planning Guide

WIREDProject title

Rick VelasquezStudent(s)

int egrat e

9's

Ms. Sweeney, Mr. Takamura,Teacher(s)

Martin ReeseEmployer/Employee(s)

The Thompsons' KitchenWorkplace

April 16Start date

1


What is this?





learn this?"

do have to





your community. Why do a project? Well, it's tun. It's

challergirg. It gets you out of the classroom to see how

things work in the real world . It helps you use the skills




Before you can start a project, you have to plan what you are








what you have learned and teach other peopledemonstrate

new things.


use for the rest (Di dour liie. But they are also meant to

be enjoyable.

So, work hard and have fun! 76





Step 2 Choose topic from your ideas in Step1 and reflect on what you already knowabout it and what you want to learn.

Step 3 Write 0 proposal that describeswhat you will be doing for your projectand why.

77


A quick note abort your project...

What should your project be about? Your rojectshould be about something that jou 9

something you would want to spend time learningabout.

It should be about something you can learn bestb stud in: in school and by getting out into thecommunity.

If your employer or teacher assigns you a project thatyou are not crazy about, don't get discoura:ed.Instead discuss with them ways to develop MCidea so it relates to things you want to explore.

What should_Lour roject be about? The possibilitiesare endless. '1E

78


a

Stepp Getting an idea




My grandfather was an electrician and I heard a lot of storiesabout when he worked on the courthouse. He's wired otherplaces, too. I have seen pictures of some of them. He is reallyproud when he shows me the pictures and tells me all thestories. He has a lot of pride in his work.

We'd be lost withoutelectricity. I mean,think about it. It'shard to imagine get-ting through the daywithout it. Whenthere's a blackout ina town or city, every-thing comes to astop.

What happensif the lights goout in ahospitalduring anoperation?

When I did my job shadow with theelectrician, I liked the idea of doing workthat everybody needs.

79


What interesting

social, political,


issues do you know



What things Would you



experience at the

workplace help you

design or create


needs?


will learn from the

people at your work

place? What do you

think you can teach

them?

How could you use

skills you have now--

like being a team

captain, sculpting,

or public speaking,

to contribute to

activities at the

workplace?


think people at the




could teach them?




you think you could

address through a

project at the

workplace?

Stepp Getting an idea ...cont.

I think it's important to do thingsthat matter to other people. My bestfriend's sister frames houses for agroup called Habitat for Humanity.They build houses for people who can'tafford to buy them. I think I would liketo help with a project like that.

I write and takephotos for theschool paper andI think that'simportant toother students.

Once Nicki and I visiteda house her sister wasworking on.

I know there are a lot ofclasses you have to taketo be an electrician. Butthere are some things Ihave learned from mygrandfather...like how todo simple wiring forsockets and fixtures.

My grandfatherreuses everything. Ifit's not broken, hekeeps it. I help him,

or at least watch, soI know how to use allof his tools.

I have gotten bad shocks.It's hard to imagine what itmust be like to get struckby lightning, or step on alive wire.

I'd like to learn howthings really work...allthe technical andscience aspects. It'swhen people don't knowwhat they're doing thatthey get hurt.







The topic of my project is: Poing a photo essay to document

one complete job of the electrician (Mr. Reese) rewiring a kitchen

ERE did you choose this topic?

I chose this topic because I want to learn more about how anelectrician works, from start to finish on a job. Also, my mentorMr. Reese, said he could really use some examples of his workto show clients.


I know how to do simple wiring. I know how to use most handtools. I know what a code book looks like. And I have the writingand photography skills to document a job.


I want to learn about more complex wiring, how to put in newcircuits, how to plan for wiring in new or remodeled houses (likethe ones for Habitat for Humanity). I want to know how totroubleshoot electrical problems so people (including me) neverhave to worry about electrocution. Plus, I want to learn how anelectrician makes bids, and owns and runs a business.



I can get help in math and science classes to understand thetechnical aspects of Mr. geese's work and my project. Myjournalism class will help me put my ideas together for thephoto essay.


Title

Stepe Writing a proposal









WIRED

Goal (s ) List the goals for your project.

1. I want to learn more about electricity and wiring.

2. I want to learn how an electrician runs a business, talks to clients, and makes bids.

3. I want to understand every step involved in estimating, planning, and completing a job.

4. I want to document all the steps of a job using photographs and descriptions.


I will learn most of the electrical skills from Mr. Reese on the _job. At school, Mr. Takamura, my

science teacher, could help explain electrical theory. To write bids, Mr. Reese can show me how he

does it and my math teacher, Ms. Sweeney, could help me do one on my own. For the writing and

photography, I can get help from Mr. Bowles, my journalism teacher.


Partners

Stepp Writing a proposal....cont.


The electrician's clients will benefit because they will have a sample of his work to help them

make decisions about the quality of his work. They will also get an idea of what a rewiring job

involves. The project will help them understand what they are paying for and what to expect dur-

ing construction. The electrician will benefit because he will have a professional-looking document

to show what he does and people will want to hire him.

Timeframe

Project start date: April 30 Project end date: June 12


Mr. Takamura (science)

Mr. Bowles (journalism)

List the names of the employers you will work with:

Mr. Reese (self-employed)

Ms. Sweeney (math)


none

83


Part TwoI

A workplan explains exactly how you are going to do what you describedin your project proposal.



Step 5

11/List the purposes of each productand how you will make your productsuseful in the real world.





calendar

Step 10 Negotiate the assessmentmethod for evaluating your project.

Step 11

84

Sign a learning agreement thatincludes your roles and responsibilitiesand those of teacher(s), employer(s).

NWR EL CONNECTIONS: Linking Work and Learning a


you see in Nat Two...



The project, titled -`--Prorn IMAir, focused onhow the airport's plans to expand its facilities and




kinds of biplanes.






Step() Products



Product : A bid for an actual rewiring job


See next page.


1. Read and study some of Mr. Reese's bids 4. List and price materials

2. Go to a job site with Mr. Reese and interview clients 5. Estimate time

3. Watch Mr. Reese estimate a job 6. Work with Mr. Reese to finalize the bid

Product : Photo essay of the process of rewiring a house


1. Photograph job site before work begins 4. Develop pictures

2. Assist Mr. Reese on all steps of the job and 5. Mount picturesphotograph each step

3. Keep journal of the process 6. Write and type copy explaining the process

Product :


1. 4.

2. 5.

3. 6.

86

NWREL CONNECTIONS: Linking Work and Learning U

Stepo Products...examples and ideas



1. Research survey methods

2. Write survey questions

3. Pilot test the survey

Product:

4. oup of people

survey

sults

To produce this pro

1. Research bipl 4. Buy building supplies

2. Design a unique odel using a computer- 5_

aided drafting program at school


Build the model accordingto the computer design







Stepp Purposes



I will use my bid(product)



See next page.

to explain to a client what his or her electrical job will cost.(purpose)

1. Practice my presentation skills with Mr. Reese 4.

2. Schedule an appointment with the client 5.

3. Present the bid with Mr. Reese 6.

I will use my photo essay(product)


to educate prospective clients about the rewiring process.(purpose)

1. Practice my presentation skills with Mr. Reese 4.

2. Accompany Mr. Reese to a consultation with clients 5.

3. Show clients the photo essay and answer 6.

any questions they have

I will use my to(product) (purpose)


1.

2.

3.88

4.

5.

6.


Step © Purposes...examples and ideas

I will use my public opinion survey to inform the airport planning managers what the public wants.(product) ) (purpose)


1. Schedule a time to meet with all the2. Prepare an agenda

3. Make transparencies hig

a room and overhead projectore the presentation

I will use my mod an elementary class_about_how_plane fly,

(purpose)

To accomplish this pu need to:


4.

5.

6.

Teach the class






a purpose, ask your teacher or employer for advice.

89111


Stepo Resources


1.1TFORLLA. .TION


read the code bookread/study completed bidsgo to an electrical supply store to price materialsconsult photography guide books (most of the shots will beindoors using a flash, which I am not used to using)

PEOPLE

Who do you need to talk to or interview for your project? Who atschool and the workplace can help you with your project?

Mr. Reese

electrical supply store clerksmy science teacher, Mr. Takamuramy math teacher, Ms. Sweeneymy journalism teacher, Mr. Bowles

LiATERIAIS


work clothescamera (with flash) and filmnotebook or album (for the final photo essay)basic supplies (rubber cement, pencils, ruler, markers, etc.)notebook and tape recordercode bookcompleted bidscomputer (to create professional-quality captions and copy)


If you don't have

the necessary

resources, you will

need to modify your

products.


See next page.



My math teacher, Ms. Sweeney, can help me understandthe load calculations, formulas, and trigonometry thatMr. Reese uses in his work. I will need this to estimatethe job and explain things to clients. In science I canstudy electrical current. This is a big part of knowinghow to stay safe at a job site. I may want to explainsome of this to clients in terms of the preparationsnecessary for a safe job.


What other classes or subjectareas do you think would behelpful?.

A business education class thatteaches how to write invoices.

My journalism class with Mr. Bowles is a good place for me to try out my photos andwriting. The class can also help me choose the best pictures, edit my writing, andorganize my presentation. I want the photo essay to look really professional, so that it isimpressive to prospective clients of Mr. Reese. I can use all the computer equipment andprinters that we use for the class.


I can watch Mr. Reeseconsult with clients andwrite a bid. I can watchMr. Reese buy materialsand complete a job.

1What skills can you learn and practice at the workplace tohelp you complete your project?

I can learn pricing and estimating job time, writing bids, orga-nizing tools, wiring. I can practice photography andwriting. I can see the math and science I learn (like electricaltheory and trigonometry) applied in the work Mr. Reese doesand the work I help him with.

91

D NWR EL CONNECTIONS: Linking Work and Learning

Stepp Connections ...examples and ideas




What other activities do you participate in at school trelate to your project? How do they connect?

I use a computer at thwould help me w


Physics would help me understandhow planes fly.


et I could learn a program thatmy presentation.

I also volunte would help me work with the kids.





NWR EL92

CONNECTIONS: Linking Work and Learning


Turn the page.

Above the line:What do you need to doto produce yourproduct(s)?(Step 5)




Read andstudy pre-vious bids

Stepe Timeline


Interviewclientsat a jobsite

Watch Mr.Reeseestimatea job

List andpricematerials,andestimatetime

Work withMr. Reeseto finalizethe bid

Photographjob sitebefore workbegins

3 hours(over thecourse of

a fewdays)

1 hour

Practicepresenting thebid with Mr.Reese

1 hour

Schedule anappointmentwith theclient

4 hours(over thecourse ofa fewdays)

Present the bidwith Mr. Reese

2 hours 2 hours

Practicepresenting thephoto essaywith Mr. Reese

1 hour 1/2 hour 2 hours 1 hour

93

ct NWR EL CONNECTIONS: Linking Work and Learning

StepeTimeline ...cont.

Assist Mr.Reese withwiring job.Take photosand notes

Develop photos


Turn the page.

Mount pictures Write and typecopy

3 clays (overthe course of4 weeks ofconstructionin thekitchen)

Accompany Mr. Reeseto a consultation withnew clients

2 clays

Show clientsthe photo docu-ment andanswerquestions

1 clay 3 clays

total time: 9 clays, 13 hours

1/2 hour 1/2 hour



94

1itotal time: 51/2 hours



StepOTimeline ...example



EXAIIPLE



Discuss thedesign withlocal-FAAofficial





5 days 2 days 1 week 2 clays



1 hour 1 day 1 week 3 days

95

12 NWREL CONNECTIONS: Linking Work and Learning

StepeTimeline...example


model

Choose a groupof people tosurvey

1 day

Conduct thesurvey


2 weeks 1 day 2 days 3 days



Plan a fun les-son on flyingusing the model

1total time: 44 days

Teach the class


30 mins. 30 mins. 2 days

99

1 hour 1 hour

: total time: 13 days, 4 hours

NWREL CONNECTIONS:Linking Work and Learning D

0E-t

0

0

0Ei

S M T W Th F SaO 2 3 4 10-5

6 7 8 9 10 11 12

13 00 16 17 0 19

20 21 22 23 ®25 26

27 28 29 30 31

S M T W Th F Sa1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 0 0 20 2117 0118

22 ci L 1---4 26 27 28

29 30

S M T W Th F Sa1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 0 29 Cg) 2:1;

S M T W Th F Sa1 2

3 ®5 0 03 9

10 11 0 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

S M Th F Sa

Stepp Calendar


Oct, 1-8 research curve methods. Columbus D no school;

Oct. 15 start researchin t met with En Hof'teacher to sta s i e4tln 0 e school office

hone to cal e to meet with managers; Oct. 24meet with co eacher to discuss biplane model design

April 16-18 study bids; April 19 watch Mr. Reese bid job; April 23

client interview; April 24-25 write bid with Mr. Reese and present

to clients; April 27-May 23 help with wiring and photograph and

take notes about the job (the kitchen rewiring will only take 3

days, but the exact schedule during construction is to be

arranged)

May 28 no school...Memorial Day; May 30-31 develop photos and

buy notebook

June 4 take pictures to journalism class, pick best ones and

mount (make 2 copies of each photo...one set for the photo

essay for Mr. Reese and one set for my portfolio); November 6-8

write and type copy; June 12 (approximate date) meet new clients

and show them the photo essay

97


Step() Calendar...cont.

S M T W Th F Sa

M Th F Sa

S M I W Th F Sa

S M T W Th F Sa

S M T W Th F Sa

O

ts

0

0

98 BEST COPY AVAILABLEmstS


Steps Assessment



)11 Student self-evaluation: A formal, comprehensive evaluation (written or oral) of the projectand the project process.

Teacher-based evaluation: Teacher uses assessment tools such as rubrics, scoring guides, paperand pencil tests, research papers, seminars, content standards to evaluate student achievementthrough the project.

XPortfolio: Collect samples of your work throughout the project process to demonstrate mas-tery of specific skills.

XCommunity members: Participating employers and other interested members of the communi-ty evaluate the project from the perspective of the "real world" outside of school. A studentcan present the project to them in a variety of ways such as presentation, demonstration,or written report.

Other (specify):


If yes, specify amount and terms of the credit: Mr. Bowles will give me 1/4 credit for my photo

essay. My photo essay, self-evaluation, and Mr. Reese's evaluation will become part of my

portfolio for journalism class.

99

1:11NWREL CONNECTIONS:Linking Work and Learning



STUDENT ( s )






Rai Tdruguef 4/13/V'Student signature Date



WORKS ITE EMPLOYER/ELPLOYEE(S)






7/1. Reede

Worksite employer/employee

Worksite employer/employee

4/13/22Date

Date


Step. Learning agreement....cont.

TEACHER ( S )







Rick will complete a written self-evaluation on a form that I will give him. He will askMr. Reese to evaluate his performance upon completion of the project. Both of theseevaluations will become part of Rick's portfolio.

The student will X or will not be granted credit for this project. Theconditions of the credit (amount, nature, etc.) are as follows:

Rick will receive a 1/4 credit for his journalism portfolio, which will include a professional-quality photo essay. Grading for the term project is explained in a criteria sheet given tothe class at the start of the term.

e. adede.

Teacher signature

a Sweefee#Teacher signature

7alusauvta.

Teacher signature

Teacher signature

4/15/22Date

4/15/22Date

4/15/22Date

Date

iJs

1:1 NWREL CONNECTIONS:Linking Work and Learning

Modifications


lii0D.IFICATION APPROVED BY

Plumbers, who were working on the same job as Mr. Reese, finished their work e. Eluded

a week late. That meant Mr. Reese and I couldn't start on the electrical job

until the last week in May.

I was sick for two clays in June, which delayed my writing the text and mount- e. Fowled,

ing the photos for the project.

102


Congratulations!



Lo you know

... Why you are doing this project?

... What you need to do first?




... What your project's most important resources are?

... What will demand your most attention?

... What part of the project will require the most time?

... Where you think your performance will be thestrongest? the weakest?


CONNECTIONS



NWRELEducation & Work Program

101 SW Main Street, Suite SooPortland, OR 97204

Phone: 503/ 275-9500800/ 547-6339

Fax: 503 / 275-0443


104


0

a0

S

0a

a


learning project

CONNECTIONS

LINKINGrWORK AND

glossary

105

This glossary defines terms used in this guide, as well as oth-

ers relevant to work-based learning. Use it to help build a com-

mon understanding of work-based learning among all the

partners who make it happenstudents, parents or guardians,

teachers, program coordinators, school administrators,

employers, employees, union representatives, and other active

members of your community.

All aspects of the industry. An approach to work-based learningthat emphasizes broad, transferable knowledge of the workplacerather than job-specific skills. As originally defined by the CarlD. Perkins Vocational and Applied Technology Act, all aspectsof the industry includes these eight components common inevery industry or enterprise: (1) planning, (2) management,(3) finance, (4) technical and production skills, (5) underlyingprinciples of technology, (6) labor issues, (7) community issues,and (8) health, safety, and environmental issues. Some programsusing this all-aspects framework have added additional compo-nents, such as ethics, history, and economics.

Career. A career is the lifelong intersection of education andemployment, as opposed to a single job at one moment in time.Making decisions that result in a satisfying career depends onapplying accurate information about the labor market to one'sown interests and values.

Career education. Career education is a 'lifelong process of inves-tigating employment options and exploring, developing, andrefining one's career interests and skills.

Career exploration. A worksite experience (typically 10 to 30hours over the course of several days or weeks) during which thestudent observes and interacts with workers, participates inhands-on activities, and completes written assignments to learnabout the skills and knowledge required at the workplace.

Competency-based education. A curriculum and instructionalapproach based on the demonstration of knowledge and skills.

Cooperative education. A paid work experience arranged andsupervised by a school, for which a student receives academic

106NWREL CONNECTIONS: Linking Work and Learning cm

I

integrate

I

integratecredit and works toward an occupational goal.

Continuum of work-based learning. A progression of worksiteexperiences that range from field trip through extensive work-based learning. As the worksite experiences become increasinglycomplex, greater time and commitment are required fromemployers, teachers, and students.

Employability skills. Work habits, social skills, and attitudes val-ued by employers in any occupational area (e.g., responsibility,communication, initiative, teamwork, cooperation, attendance,organization, and flexibility).

Entry-level skills. The minimum education and skill qualifica-tions necessary for obtaining and keeping a specific job; thestarting point in a particular occupation or with a certainemployer.

Extensive work-based learning. A worksite experience (typicallythree to 12 months) during which a student progresses through aplanned sequence of increasingly demanding activities integratedwith academic learning to (1) learn entry-level job skills and(2) receive skill certification and/or postsecondary school credits.

Fair Labor Standards Act (FLSA). A federal law, enacted in1938, that includes rules and regulations regarding child labor.The FLSA is applicable in every state; however, there are varia-tions in state and federal child labor laws. If state and federalrules and regulations conflict, the stricter one applies.

Field trip. A worksite experience (typically one to three hours)during which a group of students, escorted by school staff, toursa business and speaks with workers.

Integrated curriculum. A way of organizing curriculum contentso that academic learning and hands-on worksite experiences arelinked to complement and reinforce each other.

Industry skill standards. Employer-defined and accepted levels ofperformance required for success in a particular occupation.Standards set by industries typically define core competenciesand the related knowledge and skills integral to specific jobs.

Internship. A worksite experience (typically three to 18 weeks)


during which a student completes a planned series of activities,set of learning objectives, or project(s) designed to give a broadunderstanding of a business or occupational area. An internshipculminates in a demonstration (product or presentation) oflearning jointly evaluated by school and worksite staff.

Job shadow. A worksite experience (typically three to six hours)during which a student spends time one-on-one with an employ-ee, observing daily activities and asking questions about the joband workplace.

Mentor. A trusted, experienced, and interested individual whoguides the development, education, and/or career of a youngeror less experienced person. Many school districts recruit, train,and coordinate community volunteers to serve as both careerand personal mentors for students.

Nontraditional occupations. Occupations in which representa-tion of men or women has traditionally been less than 25 per-cent. For example, nontraditional occupations for womeninclude auto mechanics and engineering; nontraditional occupa-tions for men include nursing and secretarial work.

Occupational skills. The ability to perform tasks specific to aparticular job. Occupational skills or job skills are sometimescontrasted with employability skills that are common to all jobs;for example, using a cash register is an occupational skill, whilethe ability to communicate well is an employability skill.

Occupational Safety and Health Administration (OSHA). A fed-eral agency that develops and issues regulations concerninghealth and safety on the job; it conducts investigations andinspections to determine workplace compliance.

Portfolio. A collection of materials that documents and demon-strates a student's academic and work-based learning. Althoughthere is no standard format for a portfolio, it typically includesmany forms of information that exhibit the student's knowledge,skills, and interests. By building a portfolio, students can recog-nize their own growth and learn to take increased responsibilityfor their education. Teachers, mentors, and employers can useportfolios to record educational outcomes and for assessmentpurposes.

108


I

integrate

I

integrateReflection. Activities and assignments that are designed toencourage students to (1) analyze their learning experiences inthe context of their interests, abilities, and values, (2) connectwork with what they are learning in school, and (3) set meaning-ful personal and career goals. Reflection can be organized asgroup discussion, journal writing, role playing, or multi-mediaprojects as well as any other activities which help students applywhat they have learned to their own lives and future.

School-to-work transition. By restructuring education so thatschool-based learning is integrated with learning in the commu-nity, school-to-work (also called school-to-careers) increasesopportunities for all students to identify and pursue their educa-tional and career goals.

SCANS (Secretary's Commission on Achieving Necessary Skills).A 1991 federal report, What Work Requires of Schools, thatidentifies skills and competencies necessary for work readiness inany occupational area. The skills are divided into two categories:(1) foundation skills (basic skills, thinking skills, and personalqualities), and (2) workplace competencies (ability to productive-ly use resources, interpersonal skills, information, systems, andtechnology).

Skill certification. Official confirmation that a student or workercan successfully perform a task to a set of accepted standards.

Transferable skills. Skills that are interchangeable among differ-ent jobs and workplaces. For example, the ability to handle cashis a skill transferable from restaurant cashier to bank teller; theability to function well as a team member is transferable amongmost jobs and workplaces.

Work-based learning. A structured learning experience that inte-grates worksite experiences with classroom instruction. Throughwork-based learning students gain employability and occupa-tional skills while applying and advancing their knowledge inacademic areas.

Worksite contact person. The person at a worksite who coordi-nates work-based learning activities for students. This person'sresponsibilities may include (1) maintaining contact with schoolstaff, (2) acting as a resource for other employees working withstudents, and (3) identifying the support necessary to provide ameaningful experience for students.



learning project

MOMkWORK AND..LEARNIND

student planning

guide

110

integrate

This section includes a master copy of the IntegratedWorkplace Learning Project Student Planning Guide. ThePlanning Guide in this section can be photocopied for use inyour program. In addition, an unbound, camera-ready copyis packaged separately to facilitate photocopying.

111


integrate

IntegratedWorkplaceLearningProject


Student(s)

Teacher(s)

Employer/Employee(s)

Workplace

Start date

End date

CONNECTIONS

LINKINGWORK,ANDLEARNING 112

What is this?





learn this?"

do have to





your community. Why do a project? Well, it's un . It's

challengirg. It gets you out of the classroom to see how

things work in the real world. It helps you use the skills




Before you can start a project, you have to planwhat you are








demonstrate

new things.

what you have learned and teach other people


use for the rest of your the. But they are also meant to

be enjoyable.

So, work hard and have fun!




Step 2 Choose topic from your ideas in Step1 and reflect on what you already knowabout it and what you want to learn.

Step 3 Write a proposal that describeswhat you will be doing for your projectand why.

114


A quick note about your project

What should your project be about? Your rojectshould be about something that you,something you would want to spend time learningabout.

It should be about something you can learn bestb stud in:, in school and by getting out into thecommunity.

If your employer or teacher assigns you a project thatyou are not crazy about, don't get discoura:ed.Instead discuss with them ways to develop OEidea so it relates to things you want to explore.

What should our ro.ect be about? The possibilitiesare endless. "M


StepO Getting an idea




What interesting

social, political,


issues do you know



What things would you



experience at the

workplace help you

design or create


needs?


will learn from the

people at your work

place? What do you

think you can teach

',them?


How could you use

skills you have now- -

like being a team

captain, sculpting,

or public speaking

to contribute to

activities at the

workplace?


think people at the




could teach them?




you think you could

address through a

project at the

workplace?

Stepp Getting an idea...cont.







The topic of my project is

ME did you choose this topic?






Title

Stepp Writing a proposal









Goal (s ) List the goals for your project:

1.

2.

3.

4.



Partners

Stepe Writing a proposal....cont.


Timeframe

Project start date: Project end date:


List the names of the employers you will work with:



Part TwoMaking a WorkplanA workplan explains exactly how you are going to do what you describedin your project proposal.



Step 5 List the purposes of each productand how you will make your productsuseful in the real world.





calendar

Step io Negotiate the assessmentmethod for evaluating your project.

Step is

121

Sign a learning agreement thatincludes your roles and responsibilitiesand those of teacher(s), employer(s).



you see in Part Two...



The project, titled "rrom 111air ,II

focused on

how the airport's plans to expand its facilities and




kinds of biplanes.





122


Stepal Products



Product :


See next page.


1.

2.

3.

Product :

4.

5.

6.


1. 4.

2. 5.

3. 6.

Product :


1.

2.

3.

4.

5.

123 6.


Stepo Products ...examples and ideas



1. Research survey methods 4. Choose a group of people

2. Write survey questions 5. Conduct the survey

3. Pilot test the survey 6. Analyze the results

Product: Model biplane


1. Research biplane types 4. Buy building supplies

2. Design a unique model using a computer-aided drafting program at school

5. Build the model accordingto the computer design








Step() Purposes



Need some ideas?


See next page.



1. 4.

2. 5.

3. 6.



1. 4.

2. 5.

3. 6.



1.

2.

3.

4.

5.

6.

125.


Stepe Purposes...examples and ideas

I will use my public opinion survey to inform the airport planning managers what the public wants.(product))


1. Schedule a time to meet with all the managers2. Prepare an agenda3. Make transparencies highlighting key findings

4.

5.

6.

(purpose))

Reserve a room and overhead projectorGive the presentation

I will use my model biplane to teach an elementary class about how planes fly.(product))



4.

5.

6.

(purpose)

Teach the class






a purpose, ask your teacher or employer for advice.


Step() Resources


INFORIATION


PEOPLE

Who do you need to talk to or interview for your project? Who atschool and the workplace can help you with your project?

LIATERIAIS



If you don't have

the necessary

resources, you will

need to modify your

products.


See next page.


IWhat classes are you taking in school that will help youcomplete your project? How will they help you?

1




11

IWhat skills can you learn and practice at the workplace tohelp you complete your project?

128

1:1NWREL CONNECTIONS: Linking Work and Learning

Stepe Connections ...examples and ideas





Physics would help understand howplanes fly.


What other activities do you participate in at school that \relate to your project? How do they connect?

I use a computer at the library to type my papers. I bet I could learn a program thatwould help me work on the transparencies for my presentation.

I also volunteer as a tutor, which would help me work with the kids.







Turn the page.

Above the line:What do you need to doto produce yourproduct(s)?(Step 5)




Stepp Timeline


130


StepeTimeline ...cont. Want to see anexample of atimeline?

Turn the page.

'total time:1



131

:total time:



Step() Timeline ...example



EXAMPLE



Discuss thedesign withlocal- FAAofficial





5 days 2 days 1 week 2 days

Prepare anagenda



1 hour 1 clay 1 week 3 days

132


StepeTimeline...example


model

EXAI1PLE

Choose a groupof people tosurvey Conduct the

survey


1 clay


2 weeks lclay


2 clays 3 clays

Plan a funlesson on flyingusing the model

total time: 44 claysJ

Teach the class


30 minx. 30 minx. 2 clays

1.33

1 hour 1 hour

total time: 13 days, 4 hours


44

0H

0

OH

4.

0H

S M I W Th F Sa0 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 0 19

20 21 22 23 g 25 26

27 28 29 30 31

S M T W Th F Sa

S M T W Th F Sa

S M Th F Sa

S M I W Th F Sa

Step() Calendar


Oct. 1-8 research survey methods; Columbus Day_Oct._141-_=no_school;_

Oct. 15 start researching types of biplanes; Oct. 15. meet with Englishteacher to start writing survey questions; Oct._1&_use_school_office_

phone to call airport to arrange time to meet_with_managers;_Oct._241-_

meet with computer teacher to discuss biplane_model_design

134


CI

StepoCalendar...cont.


M Th F Sa

S M T Th F

S M Th F Sa

S M Th Sa

S M Th F Sa

0rt

0e+

0ts

0

o-

Steps Assessment



Student self-evaluation: A formal, comprehensive evaluation (written or oral) of the projectand the project process.

Teacher-based evaluation: Teacher uses assessment tools such as rubrics, scoring guides, paperand pencil tests, research papers, seminars, content standards to evaluate student achievementthrough the project.

Portfolio: Collect samples of your work throughout the project process to demonstrate mas-tery of specific skills.

Community members: Participating employers and other interested members of the communi-ty evaluate the project from the perspective of the "real world" outside of school. A studentcan present the project to them in a variety of ways such as presentation, demonstration,or written report.

Other (specify):


If yes, specify amount and terms of the credit:

3B'




STUDENT ( s )









WORKSITE EMPIOYER/EMPLOYEE(S)






Worksite employer/employee Date

Worksite employer/employee Date

137


Step° Learning agreement.cont.

TEACHER ( S )







The student will or will not be granted credit for this project. The

conditions of the credit (amount, nature, etc.) are as follows:

Teacher signature Date

Teacher signature Date

Teacher signature

Teacher signature

Date

Date

128


Modifications


MODIFICATION


APPROVED BY

Congratulations!



Lo you know

... Why you are doing this project?

... What you need to do first?




... What your project's most important resources are?

... What will demand your most attention?

... What part of the project will require the most time?

... Where you think your performance will be thestrongest? the weakest?

140NWREL CONNECTIONS: Linking Wo.rk and Learning

CONNECTIONS



NWRELEducation & Work Program

ioi SW Main Street, Suite SooPortland, OR 97204

Phone: 503 / 275-9500800547-6339

Fax: 503/ 275-0443


141

'Connections:Linking Work 'and Learning

This Is a series of products designed to facil-

itate work-based learning so that youth

make informed career chokes and experi-

ence success in the world of-work. Other

products in the series include:

Employer Recruitment and Orientation GuideHelps school

staff develop and implement strategies to recruit and orient

employers for providing work-based learning experiences for

students. The guide includes 15 fact sheets; answering the

questions most commonly asked by employers, that can be

used for.a variety of recruitment and orientation purposes.

. .

Career Exploration Guide 1-Ielps..a student explore all

aspects of a job/career over the course,of several- days at a .

worksite. A: companion piece for staff outtines .how to plan.

career explorations that are of maximum benefit to students.

Job-Shadow GuideHelps a student investigate a specific job

during several hours at a worksite. A companion piece for

staff outlines how to plan and implement effective job

shadow experiences.

Learning Site Analysis FormUsed collaboratively by schciol

and worksite staff, this tool helps identify and analyze the

learning potential of a worksite.t

Survival Skills Guide Provides strategies tor identifying and

teaching survival skills essential for independent living. .

Learning in the Community: From A to Z Gives a tour of key

concepts and strategies intrinsic to. making the

community an extension of the classroom:

To order materials in this series, contact NWREI: Document

Reproduction Service at (800 547-6339, ext. 519

'For information about related staff development workshops,._

contact NWR EL Education and Work Program at

(800) 547-6339, ext. 595 or (503) 275-95951

142.

. Northwest RegionalEducational Laboratory

NWREL

Education & Work Program101 SW Main Street, Suite 500

Portland, OR 97204

Phone: 503/ 275-9500800 / 547-6339.

Fax: 503 / 275-0443


BEST COPY AVAILABLE

143

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